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COMPETENCIES FOR
PERFORMANCE
AND LEARNING
Partnering with Clients
PROFESSIONALS
Assessing Performance Needs
Designing Curricula
Designing Learning Experiences
Facilitating Learning
Supporting the Transfer of Learning
Evaluating Learning
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COMPETENCIES FOR PERFORMANCE AND
LEARNING PROFESSIONALS
Competencies for Performance and Learning Professionals™ (Competencies) is the
foundation to the certification process. The Self-Assessment Checklist will help you identify
knowledge and skills gaps when preparing for certification and can be used to:
•
•
•
Assess your current skill and knowledge against the competencies
Evaluate your ongoing progress
Prepare for certification
How to Complete the Checklist:
Step 1: Choose the category you are going to review.
Step 2: Working within the category, review each of the competencies, and using the
drop-down menu under the Rate column, rate yourself as Proficient, Adequate, or
Needs Improvement. Your ratings will automatically total at the top right of each
page.
Proficient – I have a high degree of knowledge and skill in this competency
Adequate – I have limited knowledge and skill in this but get by
Needs Improvement – I have very little knowledge and skill in this and need to improve
Step 3: Use the information from each of the categories to help determine areas that
require additional review and attention.
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Partnering with Clients
j Demonstrate awareness of client organization
Rate
1a. Demonstrate awareness of the vision, values, strategic direction of organization/work unit
Conduct initial research before meeting with clients
P
Describe the priorities of specific line(s) of business, function(s), or work unit(s)
P
Identify challenges and opportunities in external environment(s) (such as impending
legislation, business conditions, mergers and acquisitions)
P
Assess implications of this knowledge for performance and learning
P
1b. Demonstrate knowledge of how work gets done in client organization/work unit
Demonstrate knowledge of organizational structure and functions
P
Demonstrate knowledge of key inputs and outputs
P
Demonstrate knowledge of key organization processes
P
Demonstrate knowledge of how roles communicate in the organization
P
Demonstrate knowledge of how decisions get made (such as speed of decision
making, who is involved, who has authority, key influencers)
P
1c. Demonstrate knowledge of client organization/work unit culture
Use language and common acronyms of the organization
P
Demonstrate knowledge of the norms, environment, conditions, and demographics of le P
Your Competency Overview
Partnering with Clients
P A NI
1. Demonstrate awareness of client organi11
2. Support clients in making effective cho 19 2
3. Develop agreements with clients
4. Manage changes throughout a project
5. Interact effectively
Totals
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Learning aligned with strategic direction
Quality Criteria
• Organization vision, values, and strategic direction supported
• Specific links to vision, values, and strategic direction included where applicable
• Current or imminent realities in external environment taken into account
Key Outputs
Project plans
Quality Criteria
• Appropriate stakeholders involved based on knowledge of organization
• Decision-making norms in organization reflected
Key Outputs
Professional credibility
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
23
11 4
20
84 6
0
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
Partnering with Clients
Your Competency Overview
Quality Criteria
• Demonstrated understanding of the organization/work unit
• Professional credibility acknowledged by clients and other stakeholders
k Support clients in making effective choices
2a. Propose solutions based on foundational and evolving best practices
Seek information on evidence-based best practices from learning and other fields
Explain current and emerging research regarding learning and performance
Recognize the evidence that is needed to support ideas about learning and performanc
Challenge your own and others’ assumptions that limit learning and performance
Build empathy for the learners by asking, observing, and listening to their experiences
(such as creating an empathy map)
Leverage client, learner and other stakeholders’ expertise and knowledge
Support the right decision even if not in your own best interest, in adherence with our C
2b. Consider a range of options
Consider long-term as well as short-term implications
Engage client, learners and other stakeholders in considering options
Use an iterative approach to test ideas early and often
Integrate different perspectives
Synthesize and reorganize ideas
Use constraints as an opportunity for creativity
Create prototypes to test design ideas
Assess options against established criteria
Advocate for the best solution for the client, learner and organization
Offer alternative solutions as appropriate, highlighting risks
2c. Support stakeholders in promoting solutions within organization
Provide guidance and advice to help stakeholders prepare for key meetings on learning
Provide data to support learning decisions within the organization
Provide examples to support decisions about learning within the organization
Provide key messages for change communications or emails on learning
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Rate
P
P
P
P
P
A
P
P
P
A
P
P
P
P
P
P
P
P
P
P
P
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Partnering with Clients
Key Outputs
Effective an efficient learning solutions
Quality Criteria
•
•
•
•
Based on accepted best practices in performance and learning
Learner’s reality and underlying needs addressed
Collective expertise of multiple stakeholders reflected
Longer-term needs of organization taken into account
Key Outputs
Analysis of performance gaps and opportunities to improve performance
Quality Criteria
• Client, stakeholders, and sponsor recognize any limiting assumptions
• Client supported in making a persuasive case for an effective, efficient solution
Key Outputs
Professional credibility
Quality Criteria
• Professional credibility acknowledged by clients and other stakeholders
l Develop agreements with clients
Rate
3a. Clarify client expectations regarding a project
Ask questions to learn about the client’s situation
P
Ask questions to identify underlying concerns that might impact the work (such as
positive or negative previous experiences with other learning experiences,
organization changes, lack of employee engagement)
P
Summarize and restate client expectations to ensure agreement
P
confidentiality
requirements
P
Determine client
knowledge
of the design and development process required to
produce the work
P
Determine measures of success
P
3b. Gather information about previous similar projects
Assess client willingness to share information with you
P
Investigate past experiences with the client, sponsor, and stakeholders
P
Investigate the process and outcomes of prior projects of similar type and scope
P
Investigate the reliability of information provided on past projects
P
3c. Clarify roles of client, learners, other stakeholders, and performance and learning professional(s)
Identify who to involve and the nature of their involvement
P
Your Competency Overview
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Partnering with Clients
Identify client, learner, and other stakeholders’ accountabilities (such as who is
responsible, accountable, supporting, consulted, informed)
Identify what you want from the client, learner, and stakeholders
Clarify how decisions will get made
your role on the protocols
project and
how your organization
role affects interactions
with
others
Identify communication
within
as well as the
client
organization
other areas of expertise (such as change management, recruiting, human resources,
organization development)
3d. Define
Negotiate
assumptions
and on
deliverables,
as well
as assessing
level of quality,
timing, and cost
project
scope based
competencies
in the
and designing
categories
Determine how client wants to prioritize trade-offs among cost, time, and quality
Set protocol for scope changes
Plan purpose and timing of meetings
Determine how client would like to receive communication on status of the project
Determine acceptance criteria at each stage of the deliverables
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Verbal and written agreements with clients
Quality Criteria
• Client expectations reflected
• Stakeholders and roles identified
• Assumptions, deliverables, timing and cost identified
Key Outputs
Project plans
Quality Criteria
•
•
•
•
Plan makes best use of organization resources
Project cost estimates accurate
Dates, dependencies, resources, durations, and costs identified
Schedule articulated
Key Outputs
Professional credibility
Quality Criteria
Your Competency Overview
P
P
P
P
P
P
P
P
P
P
P
P
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Partnering with Clients
Your Competency Overview
• Professional credibility acknowledged by clients and other stakeholders
m Manage changes throughout a project
4a. Develop realistic project plans
Define the activities required to complete the work
Determine dependencies and sequence activities
Estimate resources, durations and costs
Develop a schedule
Identify risks and plan preventive and contingency actions
4b. Keep projects on track
Manage time and scope of work to keep projects on schedule
Keep client apprised of progress
Communicate status and issues proactively to key stakeholders
Communicate with team members and SMEs on work status
Refer to project plan, and in-scope and out-of-scope items when making decisions
Anticipate and proactively manage risks
4c. Negotiate changes in scope
Explore trade-offs among deliverables, timing, and costs
Determine impacts on other organization projects if changes are made in this one
Inform key stakeholders of impact of change request prior to implementing
Obtain approval from the appropriate stakeholder
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Project change requests
Quality Criteria
• Change requests identify reasons for change and the impact on time, quality, cost
• Change requests based on exploration of options with client and stakeholders
Key Outputs
Project plan
Quality Criteria
• Project cost estimates are accurate
• Dates, dependencies, resources, durations, and costs identified
Rate
P
A
A
P
P
P
P
P
P
P
P
A
A
P
P
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Partnering with Clients
Your Competency Overview
• Schedule articulated
• Plan updated throughout project to guide work
Key Outputs
Professional credibility
Quality Criteria
• Professional credibility acknowledged by clients and other stakeholders
n Interact effectively
5a. Involve
Seek input
from
client, learners,
other stakeholders
client,
learners,
and otherand
stakeholders
to gather information and different
perspectives
Engage client, learners, and other stakeholders to build commitment
Ask questions that promote breakthrough thinking and generate insights
Ask for and respond
to feedback
Collaborate
effectively
with people across borders, languages, cultures, and
generations
5b. Present information and concepts clearly and succinctly
Determine client’s current level of knowledge about learning and the design process
Explain the alignment between learning and the business strategy and priorities
Illustrate learning concepts, research and technology
Establish expectations for time to full proficiency after training
Use technical terminology of the client’s field, industry, or industry segment
Show respect for stakeholder’s time
5c. Manage differences of opinion among stakeholders
Clarify issues
Reframe disagreements in neutral terms
Facilitate the development of solutions
Identify and show sensitivity to the needs and boundaries of others
Know when to compromise or stand firm, if there are different perspectives
5d. Act as an ambassador for your group
Demonstrate knowledge of foundational and evolving best practices
Demonstrate awareness of current issues in the field
Demonstrate knowledge of the range of services your group can provide
Match services with the appropriate client and situation
Key outputs and assessment criteria
Rate
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
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Partnering with Clients
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Interactions with clients and other stakeholders
Quality Criteria
•
•
•
•
•
Client and stakeholder input is reflected
Learning concepts are explained clearly and succinctly
Alignment of learning to business strategy and priorities is explained
Client terminology is used
Discussion encourages participation and sharing
Key Outputs
Feedback from client
Quality Criteria
• Verbal and written feedback from client is positive
Your Competency Overview
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Assessing Performance Needs
j Prepare to Assess
Your Competency Overview
Rate
Assessing Performance Needs
1a. Clarify the client perspective
P A NI
Explore what the client thinks is actually happening versus what should be happening
1. Prepare tassess
Identify changes the client wants to see (such as desired performance outcomes, behaviour) 2. Identify performance gaps
Determine measurable business results the client expects changes will bring
3. Determine causes of perf. gap
Identify stakeholders who will influence the project, along with their roles and perspectives
4. Identify req. for closing gaps
Identify organizational realities and environmental factors the client is dealing with
5. Validate next steps and meas
Determine how decisions about recommended solutions will be made
Totals 0 0 0
Address any client requests or concerns that could detract from a successful needs assessment
1b. Gather initial information
Determine extent to which the client’s perspective is shared by other stakeholders
Gather information to substantiate, or negate, the client’s and shareholders’ perspectives
Identify political, economic, social, and technical factors affecting the organization
Confirm desired performance has potential to impact business results
Determine risk involved in implementing a proposed solution without conducting a needs assessment
1c. Plan needs assessment
Determine resources, time, and budget available for the needs assessment
Define target audience to be addressed by the needs assessment
Determine data required to identify causes of performance gaps and potential solutions
Determine the most efficient, effective, and ethical methods for collecting data required
Determine who should participate in providing data
Plan sample size and distribution to ensure valid and reliable data
Develop project plan for the needs assessment
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Plan for assessing performance needs
Quality Criteria
• Plan includes rationale for assessing performance needs, resources required, budget,
target audience to be studied, data required, rationale for data collection method(s),
who should provide data, sample size, and distribution of data
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Assessing Performance Needs
• Plan includes comprehensive list of activities and timing, with clear roles and
responsibilities plus sign offs, as well as communication to stakeholders
• Plan describes proposed content of the needs assessment report
• Plan addresses needs and concerns of client and other stakeholders
• Plan is approved by client
k Identify performance gaps
Do I know this?
Do I do this?
Your Competency
Overview
Am I proficient,
Rate
2a. Gather data to determine current and desired performance outcomes
Review documentation (such as job descriptions, process diagrams, incident reports, social media)
Observe performance (such as user acceptance testing, client calls, daily routines)
Design and administer questionnaires, using print, phone, or web technology
Conduct structured interviews, in person or by phone
Conduct focus groups, in person or using web technology
Conduct other forms of participatory research methods (such as storytelling, “going
native”, scientific experimentation)
Address confidentiality and privacy issues
Manage deviations from plan so data are not contaminated
2b. Conduct job, competency or goal analysis to determine desired performance outcomes
Determine which type of analysis (job, competency, or goal analysis) to conduct
Work with subject matter experts (SMEs) and conduct job analysis to:
Determine functions and tasks for specific roles
Determine performance standards for tasks
Identify how to adjust roles to minimize overlap and clarify accountability for all
key functions and tasks
Work with subject matter experts (SMEs) and conduct competency analysis to:
Determine an overall structure or framework for competencies
Identify competencies and sub-competencies within the structure or framework
Work with subject matter experts (SMEs) and conduct goal (topic) analysis to:
Identify specific tasks related ta goal or topic (such as teamwork, communication, supervision)
Determine performance standards for tasks
2c. Determine performance gaps and opportunities for improving performance
Analyze data to identify specific performance gaps and opportunities for improving performance
Determine possible cause-effect relationships among performance gaps
Determine relative impact of performance gaps
Am I proficient,
adequate, or do I need
improvement?
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Assessing Performance Needs
Maintain integrity of analysis while dealing with the reality of incomplete data
2d. Identify desired performance outcomes and business measures
Write statements describing:
The observable outcome desired
The conditions under which the outcome may be achieved
The business measures that will indicate whether the outcome has been achieved
The targeted level of that business measure
Validate desired performance outcomes and business measures
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Job, competency or goal analysis
Quality Criteria
Appropriate method of analysis is used
For job analysis:
• Identifies functions and tasks for specific roles
• Identifies performance standards for tasks
• Clearly states tasks using active and appropriate verbs
For competency analysis:
• Identifies competencies and supporting competencies within a structure or framework
• Clearly states competencies using active and appropriate verbs
For goal (topic) analysis:
• Identifies specific tasks related ta goal or topic
• Identifies performance standards for tasks
• Clearly states tasks using active and appropriate verbs
Key Outputs
Analysis of performance gaps and opportunities to improve performance
Quality Criteria
• Analysis identifies gap(s) between current and desired performance outcomes
• Analysis stated in terms of specific performance outcomes
• Performance outcomes state observable outcome desired and conditions under which
the outcome may be achieved
Your Competency Overview
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Assessing Performance Needs
Your Competency Overview
• Analysis identifies business measures and targets that will indicate whether
performance outcomes have been achieved
• Analysis based on accurate and reliable data
• Analysis determines cause-effect relationships among performance gaps
l Determine causes of performance gaps
Rate
3a. Determine job level causes
Review data from documentation, observation of performance, structured interviews,
focus groups, or questionnaires
Analyze data to determine extent to which performance is impacted by:
Expectations that are unclear or seen as unrealistic
Feedback that is not specific and timely
Tools and resources that are not effective and efficient
Consequences that, on balance, do not support performance
Incentives that, on balance, do not support performance
Skills and knowledge of the performers, including skills for using technology
Ability of the performers
3b. Determine process level causes
Review data from documentation, observation of performance, structured interviews,
focus groups, or questionnaires
Analyze data to determine extent to which performance is impacted by:
Work processes or procedures that do not support desired performance outcomes
(such as complicated to follow, inefficient, overlapping with other areas)
Technology that does not perform as expected or that users have difficulty using as intended
3c. Determine organization level causes
Review data from documentation, observation of performance, structured interviews,
focus groups, or questionnaires
Analyze data to determine extent to which performance is impacted by:
Organizational structure that does not support job-level performance
Desired performance outcomes that are not aligned with business strategies
Desired performance outcomes that are not aligned with vision and values
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
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Assessing Performance Needs
Your Competency Overview
Key Outputs
List of causes of performance gaps
Quality Criteria
• Causes based on accurate and reliable data and sound analysis
• List of causes considers all likely causes at a job, process and organization level
• List of causes identifies cause-effect relationships among the various causes
m Identify requirements for closing gaps
4a. Identify potential solutions for closing performance gaps
Set priority on performance gaps
improvement, leadership endorsement, role clarification, incentives, web-based tools,
technology changes)
classroom or eclassroom sessions, elearning, on-the-job training, job shadowing, job
aids, peer support, videos)
4b. Select non-training and other performance solutions
Determine criteria for evaluating alternate solutions (such as potential impact on
performance gaps, cost to design, cost to implement)
bandwidth, security precautions and network accessibility) for distributing information
and learning
Gather data to assess alternative solutions against the set of criteria
Determine solutions that best meet the criteria
Identify dependencies among all solutions recommended
Ensure solutions are accessible (such as meeting needs of visual or hearing impaired,
medical conditions, physical disabilities, learning disabilities)
Identify when change management support is required
Assess risks associated with implementing each of the preferred solutions
4c. Plan to support transfer of learning and sustained performance
Assess environment to determine feasible options for supporting transfer of learning
reminders, feedback mechanisms, follow-up activities, coaching/mentoring support,
incentives)
Determine resources required to support transfer of learning
Determine how technology can support transfer of learning (such as automated
reminders, online performance tracking, links to support)
4d. Plan to evaluate transfer of learning and business results for learning solutions
Identify pre-training (benchmark) performance outcomes and business measures
Rate
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Assessing Performance Needs
Recommend how post-intervention performance and business results should be
assessed against benchmark data
Determine timing for evaluation and resources required
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
List of other performance solutions in order of priority
Quality Criteria
• List identifies how each solution will address causes of specific performance gaps to
achieve desired performance outcomes
• List identifies dependencies on other solutions recommended
• Solutions include descriptions of actions required to implement each solution
• Solutions include estimate of resources and technology required
Key Outputs
List of learning solutions in order of priority
Quality Criteria
• List identifies how each solution will address causes of specific performance gaps to
achieve desired performance outcomes
• List identifies dependencies on other solutions recommended
• Solutions include descriptions of actions required to implement each solution
• Solutions include an estimate of the resources and technology required
Key Outputs
Plan for supporting transfer of learning
Quality Criteria
• Plan includes realistic solutions for transfer of learning to the workplace, based on
desired performance outcomes
Plan identifies resources and time required to implement support for transfer of
• learning
Plan includes communication and follow-up activities
• Plan identifies technology to support transfer of learning
Key Outputs
Plan to evaluate transfer of learning and business results
Quality Criteria
• Plan identifies what data will be gathered and analyzed
Your Competency Overview
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Assessing Performance Needs
Your Competency Overview
• Plan identifies when evaluation will be conducted
• Plan includes benchmarks of pre-intervention performance and business results
• Plan includes estimate of resources required to implement evaluation plan
n Validate next steps and measures
5a. Prepare needs assessment report
Explain purpose of needs assessment
Describe process followed to conduct the needs assessment
Summarize key findings of needs assessment
Present desired performance outcomes and recommended business measures
Describe implications of not addressing the performance gaps
Present recommended learning and other performance solutions based on key findings
Identify target audience and whether completing the learning solution is mandatory
Present recommendations for supporting transfer of learning
Present recommendations for evaluating solutions
Present recommendations for how to assess learner reaction, learning objectives, and
transfer of learning at an aggregate level
Prepare draft implementation plan
Prepare executive summary for the report
5b. Present report to client
Prepare agenda for meeting with the client and key stakeholders
Present highlights of needs assessment report
Facilitate discussion with the client and key stakeholders
Respond to questions and address concerns
Confirm how and when a decision will be made regarding recommendations
5c. Secure sign-off and support for recommended solutions
Incorporate modifications from client and key stakeholders
Confirm with client the priority tasks or competencies for learning
Validate implementation plan with client
these
competencies
typically involves producing the following outputs. The
KeyMastering
outputs and
assessment
criteria
assessment criteria indicate what would make the output appear to be high quality.
Outputs should be validated as appropriate.
Key Outputs
Rate
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Assessing Performance Needs
Needs assessment report
Quality
Criteria
Report includes executive summary, purpose, process, key findings, potential
•
performance outcomes and recommended business measures, implications of not
addressing performance gaps, rationale for recommended learning and other
performance solutions, target audience for learning, and whether learning is
Report updated to include modifications based on feedback from the client and key
• mandatory
stakeholders
Key Outputs
Presentation of needs assessment report
Quality Criteria
•
•
•
•
Presentation begins with an agenda
Presentation highlights recommended learning and other performance solutions based
on key findings
Presentation provides on opportunity for client and stakeholders task questions
Presentation addresses questions asked or concerns raised by client and stakeholders
Your Competency Overview
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Designing Curricula
j Identify goals, principles, and constraints
1a. Consult with stakeholders to clarify business need and goals of curriculum
Determine the stakeholders who should be involved
impact (such as generate revenue, contain expenses, comply with
government/industry/organization
Identify
impact the business need guidelines)
has on resources available to develop the
curriculum
increase engagement, develop organization values, compete for talent, increase
profile of learning function)
Resolve areas of disagreement among stakeholders
1b. Establish overall design principles
Establish an appropriate guiding educational philosophy (such as progressive adult
education, behaviourist adult education)
Establish an appropriate guiding design approach (such as performance-centered
design, universal design for education)
Establish an appropriate guiding design process (such as design thinking or
successive
approximation
model (SAM))
Adapt the educational
philosophy,
design approach, and design process to the context
of the curriculum
Explain
the rationale for the chosen educational philosophy, design approach, and
design process
1c. Profile identified groups of learners
experience, learners hired internally or externally, different demographic groups,
learners with different goals)
Explore the learner experience (such as physical work environment, interactions with
others, available tools, capabilities of mentors)
Identify learners’ journeys before and after completing the curriculum (such as novice
to power user, generalist to specialist)
1d. Consider potential of available technology to support curriculum
Identify potential for producing learning experiences and materials offered by
specialized authoring and audiovisual production technologies
Identify potential for managing workflows and providing a content repository offered
by enterprise content and learning content technologies
Identify potential for managing, personalizing, and tracking learning experiences and
materials offered by enterprise learning technologies
Identify potential for ongoing communication and learning offered by social media
Identify potential for distributing learning experiences and materials by devices
available (such as smartphones, tablets, laptop computers)
Your Competency Overview
Rate
Designing Curricula
P A NI
1. Identify goals, principles, and constrai
2. Create preliminary roadmap for curric
3. Design detailed roadmap for curriculu
4. Prototype curriculum components
5. Prepare to implement and sustain cur
Totals 0
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
0
0
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Designing Curricula
curriculum
1e. Identify interdependencies and constraints
Consider how location, geography, and number of learners impact the design
Consider how timing, budget, resources, and quality requirements impact the design
Consider how continuing education, certification, or legislative requirements impact the design
(such as product launches, changes to technology or regulatory requirements, role
redesign)
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Documentation of goals, design principles, learner profile, impact of available
technology, plus interdependencies and constraints
Quality Criteria
•
•
•
•
•
List of goals
reflects
perspectives
of all stakeholders
Clearly
stated
designthe
principles
and adaptations
to them along with rationale for
choosing them
Distinct groups of learners are clearly profiled
Impact of current and future technology identified
List of interdependencies and constraints is comprehensive
k Create preliminary roadmap for curriculum
Rate
2a. Identify desired performance and other outcomes
Gather data to determine current and desired performance and other outcomes (see
Assessing performance needs 2a)
Identify desired performance outcomes (see Assessing performance needs 2d)
or organization, work collaboratively with colleagues, pass a certificate or licensing
exam)
2b. Sequence performance and other outcomes
Determine what sequencing is needed
Set priority, determine pre-requisites and dependencies, and sort performance and
other desired outcomes
Determine stages or phases of learning within curriculum
Identify assessment checkpoints along the way to confirm proficiency
2c. Identify potential learning and other performance solutions for achieving desired outcomes
Your Competency Overview
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Designing Curricula
Identify potential learning and other performance solutions for closing performance
gaps (see Assessing performance needs 4a)
outcomes
Select learning and other performance solutions to achieve outcomes (see Assessing
performance
needs
4b) for learning (such as online forums, peer networking, crowd
Identify
support
required
sourcing of materials, mentoring)
Determine a realistic overall timeframe for learner completion of curriculum
2d. Determine paths for identified groups of learners
Determine what pathing is needed
Determine points of entry to curriculum based on prior experience or learning
Determine how each identified group of learners will progress through curriculum
2e. Determine how technology and tools can support the curriculum
Determine the types of devices that will be supported (such as smartphones, tablets,
in-class polling devices)
Determine how technology will be used to store and deliver content
Determine how technology will be used to promote communication and collaboration
among learners, facilitators, managers, and others in the organization
Determine how technology will be used to for assessment and testing
Determine how technology will be used to personalize experiences and resources for
different groups of learners
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Structured list of performance and other desired outcomes
Quality Criteria
•
•
•
•
•
outcome are achieved
Other desired outcomes are stated as concretely as possible
List of performance and other outcomes is comprehensive
List reflects needs and issues identified in the assessment
List is sequenced
Key Outputs
Preliminary roadmap for the curriculum
Quality Criteria
Your Competency Overview
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Designing Curricula
•
•
•
•
•
•
•
•
•
•
•
Roadmap is consistent with goals, interdependencies and constraints identified
Roadmap identifies any pre-requisites
Roadmap identifies all required and optional components of curriculum
Roadmap shows progression through curriculum
Roadmap shows alternate paths for identified groups of learners, where appropriate
Roadmap shows assessment checkpoints and identifies when learners should be
proficient in specific performance outcomes
Roadmap shows timing of components and curriculum as a whole
Roadmap explains how technology will be used to support curriculum
Roadmap identifies support needed within the work environment
Roadmap reflects planned organization initiatives (such as product launches, changes
to technology or regulatory requirements, role redesign)
All design choices can be justified based on overall goals, performance and other
desired outcomes, resources available, and accepted best practices in performance
and learning
l Design detailed roadmap for curriculum
Rate
3a. Establish preliminary learning objectives for each curriculum component
Write learning objectives for each curriculum component (such as a course, user
guide, observation checklist, job aid. See Designing learning experiences 2a)
Align learning objectives with performance and other outcomes
Determine minimum criteria for successful completion of stages or phases of learning
3b. Clarify format for each curriculum component
Determine the purpose of each curriculum component (such as general awareness,
skill practice,
transfer
of learning)
Identify
options
for formats
and their typical uses (such as a live or self-study course,
user guide, job aid, online support resource)
Identify expectations learners bring to the format (such as type of information
included, how it’s structured, writing style)
3c. Determine delivery channel for each curriculum component see Designing learning experiences 3b
Identify options for delivery channel(s)
Determine criteria for assessing alternative channels
Ensure delivery channel(s) will meet accessibility requirements
Select appropriate channel(s) based on criteria
3d. Develop initial content inventory for curriculum
as a guide criteria for assessing usability of existing resources (such as currency,
Determine
3a. accuracy,
Plan to evaluate
alignment
transfer
with of
learning
learning
objectives)
(completed in Assessing performance needs 4d)
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Designing Curricula
Review existing materials to determine what can be reused or adapted
Determine whether third-party materials can be used as is or with modification
Determine what new content needs to be developed specifically for the curriculum
3e. Plan learning environment for curriculum
Plan how learners will access curriculum components
Plan how learners and others (such as mangers, learning and development group) will
track progress through curriculum
Develop a visual roadmap for learners to follow
Consider how to foster the social component of learning, as appropriate
Plan for accessibility to address needs of all learners
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Detailed curriculum roadmap
Quality Criteria
•
•
•
•
•
Roadmap identifies each component of the curriculum
Learning objectives include an observable behaviour condition and standard
Learning objectives
areappropriate
aligned with
performance
Roadmap
identifies an
format
for eachoutcomes
component that addresses the
learning objectives
Roadmap identifies a delivery channel for each component that addresses
organization constraints and provides for easy access by learners
• Proposed evaluation methods are appropriate to the level of learning objectives
• desired outcomes, resources available, and accepted best practices in performance
and learning
Key Outputs
Initial content inventory
Quality Criteria
• party materials will be used or adapted; and which materials will be designed and
developed
Key Outputs
Plan for learning environment
Quality Criteria
• Learners can easily access the components of the curriculum
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Designing Curricula
• Learners can see both the whole curriculum and the components
• Learners and others can track progress through curriculum
• Learners’ accessibility needs are met
m
Prototype curriculum components
Rate
4a. Design at least one example of each curriculum component as a prototype
see the Designing learning experiences competency category
4b. Determine guidelines for ensuring consistency across subsequent design and development
Determine standards for text (such as voice, use of terminology, editorial style)
Determine standards for visuals (such as colours, style of illustration)
Determine a standard approach for each component (such as job aids, user guides,
videos, elearning, websites)
Determine technology and elearning standards
Incorporate corporate branding
4c. Develop templates based on the validated templates and guidelines
Develop templates for each type of component
Develop templates for category of content within components (such as presentation of
text or text and visuals, multiple choice questions)
Build standardized text into templates (such as instructions and headings, other text
that needs to be consistent)
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Prototypes of curriculum components
Quality Criteria
• See related assessment criteria in Designing learning experiences competency
• category
Guidelines for ensuring consistency of design and materials are documented
Key Outputs
Guidelines for ensuring consistency
Quality Criteria
• Identify definitions and preferred uses of terms for curriculum
• Identify the preferred stylistic choices for curriculum
• Identify style guide and dictionary as primary sources of resolution on terminology and style
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Designing Curricula
Your Competency Overview
Key Outputs
Templates
Quality Criteria
•
•
•
•
•
Provided for each major curriculum component
Provided for each category of content within components
Comply with guidelines for ensuring consistency
Can be used with the chosen authoring tools for the curriculum
Templates comply with relevant technology and elearning standards
n Prepare to implement and sustain curriculum
5a. Plan for implementation of curriculum
Determine scope, budget and timeline for implementation
the organization
structure
and resources
to deliver curriculum
Plan for staged
implementation,
considering
whenrequired
various components
should become
available
Plan for transition of those who have started an earlier version of the curriculum but
have not yet finished
Determine when and how the previous curriculum will be phased out
Plan for technical and tutorial support for the curriculum (such as in-person support
for self-study components)
Advise on communications and marketing activities
Test technology and other logistics
5b. Plan for validation of curriculum
Determine which components of curriculum need to be validated
Determine the best approach for validating each of these components
Plan for revising components based on results of the validation
5c. Plan for evaluating both the components and the curriculum as a whole
see Evaluating learning competency category
5d. Plan for maintaining curriculum
Plan how content will be maintained
Plan for ensuring additions to curriculum are integrated effectively
Plan how curriculum can evolve based on needs of the business and learners
Establish roles and responsibilities for maintaining curriculum
Key outputs and assessment criteria
Rate
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Designing Curricula
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Implementation plan
Quality Criteria
• Includes rationale for approach, resources required, budget, comprehensive list of
activities and timing, with clear roles and responsibilities
• Addresses needs and concerns of client and other stakeholders
• Addresses transition from previous to new curriculum
• Addresses providing technical and tutorial support for new curriculum
• Includes proposals for announcing and promoting new curriculum
• Addresses validation of components and curriculum as a whole
• Plan is approved by client
Key Outputs
Maintenance plan
Quality Criteria
• Addresses ongoing maintenance of content
• Addresses how additions to the curriculum will be integrated effectively
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Designing Learning Experiences
j Conduct design analysis
Your Competency Overview
Rate
Designing Learning Experiences
1a. Confirm training will address the identified performance gap(s)
P A NI
Review needs assessment report, if available, for comprehension and completeness
1. Conduct design analysis
Review job, competency or goal analysis, if available, to clarify desired performance
2. Establish learning objectives and eval
Confirm performance gap(s) can be addressed through training and related transfer activities 3. Create detailed design
Confirm priority competencies or tasks required to close performance gaps
4. Develop materials
Confirm target audience for training, and whether the learning is mandatory
5. Support implementation
1b. Determine context requirements for learning
Totals 0 0 0
Gather information about learners (such as education, preferred learning styles and computer literacy)
Identify design constraints (such as scheduling, location of learners, components of
corporate culture, brand standards, style guidelines, cost, equipment)
websites, job aids)
limitations)
Consider how current and future availability of technology might impact the design
(such as reporting and tracking capabilities, social media)
curricula 2e)
1c. Research subject matter
AREAS FOR
(SMEs), job
SELF-IMPROVEMENT
documentation, learning materials, books, websites, social media, research reports)
Review existing job-related subject matter resources and learning materials
Ask Yourself:
Interview subject matter experts to gather initial information
Do I know this?
1d. Conduct task (instructional) analysis
Do I do this?
Work with subject matter experts to:
Am I proficient,
Determine whether each task is a procedure, process, set of principles or a combination
adequate, or do I need
Break tasks into component parts
improvement?
Identify relationships among tasks and sub-tasks
Identify all skills and knowledge for successfully mastering the task
Present results of task analysis in a way that is easy to understand
Validate task analysis for accuracy and completeness
1e. Plan for designing learning
workbook)
required to design
and develop learning experience
Develop an efficient and effective project plan for designing and developing learning experience
Prepare a preliminary plan for validating and maintaining learning experience
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Designing Learning Experiences
Update plans as information and requirements evolve during the design and development process
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Desired performance outcome(s) and performance gap(s)
Quality Criteria
•
•
•
•
Analysis acknowledges any assessment of performance needs already conducted
Gap between current and desired performance outcomes is clear
Gap is stated in terms of specific performance outcomes
Analysis confirms that performance gap(s) can be addressed through a learning
solution and related transfer activities
Key Outputs
Context requirements for learning
Quality Criteria
• Context requirements documented, feasible, accurate
• Context requirements include relevant information about the learner, design
constraints and technical constraints
• Impact of context requirements on design identified
Key Outputs
Task analysis
Quality Criteria
• Task analysis documented and comprehensive
• Task analysis based on first-hand knowledge of job responsibilities
• Task analysis identifies sub-tasks, skills and knowledge required to achieve desired
performance outcomes
• Tasks analysis uses active and appropriate verbs
Key Outputs
Plan for design and development of learning
Quality Criteria
• Plan includes specifications for deliverables, roles and responsibilities, costs, timing,
software and technology requirements
• Plan includes
identifiesinitial
detailed
review
and sign-off
process
and and
responsibilities
plans
for pilot,
translation,
printing
distribution, web hosting
• and maintenance
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Designing Learning Experiences
Your Competency Overview
• Plan is documented and communicated
k Establish learning objectives and evaluation
appropriate
level of learning for each learning objective (such as
2a. Identify
Write learning
objectives
remembering, understanding,
applying, analyzing, evaluating, creating)
Write statements describing:
The observable outcome for each key skill or knowledge requirement
The conditions under which the outcome may be performed
The standards of acceptable performance
Sequence learning objectives for ease of learning
Validate learning objectives for accuracy and sequence
Validate learning objectives for alignment with desired performance outcomes
2b. Design evaluation of achievement of learning objectives
Identify appropriate level of evaluation for each learning objective (such as recall,
comprehension, application, analysis, synthesis, evaluation)
Identify appropriate type of evaluation for each learning objective (such as test
questions for comprehension, observation of practice or role play for application)
Determine how technology can support evaluation of learning (such as online testing,
performance tracking and automated reporting)
Determine procedures for administering the evaluation
2c. Develop materials to evaluate achievement of learning objectives
(such as
observation of practice or role play for application, case study for analysis)
Write test questions and scoring guides to evaluate knowledge
Determine the number of questions needed to evaluate each learning objective
Draft test questions with correct and anticipated incorrect responses
Test online evaluations to ensure they are usable and accurately track and report data
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Learning objectives
Rate
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Designing Learning Experiences
Your Competency Overview
Quality Criteria
• Learning objectives documented and validated
• Appropriate level of learning (such as recall, comprehension, application, analysis,
synthesis, evaluation) is clear for each learning objective
• Learning objectives include observable outcome, condition and standard for each
objective at an application, analysis, synthesis or evaluation level
• Learning objectives sequenced for ease of learning
• Learning objectives aligned with desired performance outcomes
Key Outputs
Design for evaluation of learning objectives
Quality Criteria
•
•
•
•
Evaluation method(s) is appropriate to level of learning objectives
Evaluation method(s) ensures outcome is observable
Evaluation method(s) indicates how the evaluation is to be assessed
Evaluation method(s) identifies assessment and administration procedures (such as
scoring, opportunity to re-try)
• Evaluation method(s) is consistent with context requirements for learning experience
Key Outputs
Materials to evaluate achievement of learning objectives
Quality Criteria
• Materials to evaluate learning appropriate to level of learning objectives
• Materials to evaluate learning enable observation of achievement of learning objectives
Create
detailed performance
design
sfer of learning (completed
in Assessing
needs 4d)
3a. Prototype designs to get input from stakeholders
Watch and listen to gain the learners’ perspectives
Generate a broad range of possible solutions
Create and get input on a series of quick prototypes
Test to inform the next iteration of prototypes
3b. Determine delivery channel(s)
Identify options for delivery channel(s) (such as classroom, virtual classroom, job aid,
web-based learning, videos, social learning)
Determine criteria for assessing alternative channels (such as supports learning
objectives, minimizes cost, compatible with existing network and systems)
Ensure delivery channel(s) will meet accessibility requirements
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Designing Learning Experiences
Select appropriate channel(s) based on criteria
3c. Create detailed outline for learning experience
learning objectives
Determine a general strategy for teaching content (such as demonstration or discovery learning)
Co-design learning experience with client, as appropriate
Create learning activities to provide key knowledge and skill (such as demonstration,
application activity)
Estimate length of time for units and learning activities
experiences sponsor(s)
Determine requirements for audio/visual materials
Ensure learning experience will meet accessibility requirements
3d. Design support for transfer of learning and sustained performance
of skills, reminders of what was learned, spaced reinforcement, tips for improving
efficiency, techniques for customizing skills to specific situations, feedback on
application of new skills)
Design for spaced reinforcement of learning at appropriate intervals
Leverage technology to support transfer of learning (such as automated reminders,
performance tracking, performance support, use of social media)
Estimate timing and work effort to support transfer of learning
Design, or advise on the design of, performance support systems and materials (such
as repositories for videos and job aids)
Design, or advise on the design of, social media to support transfer of learning (such
as blogs, wikis, discussion forums)
Design, or advise on design of, incentives to support transfer of learning (such as
badges, leader boards, bonuses)
3e. Prototype learning materials
guidelines)
Produce prototypes of learning materials (such as participant workbook, facilitator guide and slides)
reflection notes)
Test technology and other logistics
Ensure learning materials will meet accessibility requirements
3f. Prototype digital interface
elements
drag and drop)
Test technology and other logistics
Ensure interface will meet accessibility requirements
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Designing Learning Experiences
Your Competency Overview
3g. Conduct design walkthrough
Conduct walkthrough of detailed outline for learning experience and prototypes with key stakeholders
Secure sign-off on detailed outline for the training and prototypes
Document design style guidelines so they can be replicated
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Detailed outline for learning experience
Quality Criteria
• Document includes organization need, performance gaps, desired performance
outcomes, delivery channel(s), learning objectives, learning strategy, and content and
learning activities with estimated duration
• Design ensures learning strategy and activities support achievement and evaluation of
learning objectives
• Design includes learning activities that will engage learners
• Delivery channel(s) meet(s) criteria identified
• All design choices are based on performance outcomes, learning objectives, resources
available, and accepted best practices in performance and learning
Key Outputs
Design for supporting transfer of learning
Quality Criteria
• Design includes realistic activities and tools to support transfer of learning to the
workplace, based on the desired performance outcomes
• Design includes estimated time and work effort required for learners and coaches
• Design uses available technology appropriately
Key Outputs
Prototypes of learning materials
Quality Criteria
• Prototypes illustrate look and feel of materials and visual aids
• Prototypes comply with corporate branding, templates, and guidelines
• Technology and other logistics work
Key Outputs
Prototype of digital interface
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Designing Learning Experiences
Your Competency Overview
Quality Criteria
•
•
•
•
•
Prototype includes titles, menus, and navigation elements
Prototype provides samples and templates of expected page types
Prototype complies with corporate branding, templates, and guidelines
Production quality appropriate to budget
Technology and other logistics work
Key Outputs
Design style guidelines
Quality Criteria
• Design style guidelines documented clearly and completely
• Design style guidelines address uses of terminology and copyediting
• Design style guidelines provide consistent text for frequently used instructions
m Develop materials
4a. Determine delivery channel(s)
Follow instructional writing principles and organization guidelines
Adapt and work within existing templates
Write job aids and other learner materials
Write text for slides, videos and websites
Write case studies and role plays
Write scripts for audio and video
Write facilitator guides
4b. Develop layout and visuals for learner and instructor materials
Develop or advise on visuals to communicate content (such as pie charts, histograms,
photography or illustrations, flow charts)
Develop layouts based on type of content (such as concept, procedure, principles)
Follow visual design principles
Source graphics from within or outside the organization
Comply with corporate branding templates and style guidelines
Comply with copyright requirements
4c. Develop storyboards
Capture all information, including text, images, interactivity and activities
Capture all programming and production instructions
Comply with privacy, information security and copyright requirements
4d. Manage review and revision cycles with stakeholders, including SMEs
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Develop templates to facilitate SME input
Prepare for meetings with stakeholders and SMEs
Compile input and facilitate reviews with multiple stakeholders and SMEs
Support the resolution of differences in information and opinions
4e. Produce web-based learning
Produce (or manage production of) audio recording
Produce (or manage production of) video
Produce (or manage production of) elearning programs
Produce (or manage production of) websites, apps, and other digital content or tools
Prototype materials for input and signoff prior to full production
Manage production in multiple languages
Curate external materials for learning (such as videos, blogs, online courses)
4f. Develop materials to support transfer of learning and sustained performance
Develop performance support (such as job aids, automated reminders)
Develop guidance and tracking (such as self-assessments, learning progression maps)
Develop coaching materials for managers and other coaches to support learners (such
as observation checklists, validation cases, role-plays)
4g. Develop materials to evaluate learner reaction
Determine how technology can support evaluation of learner reaction
Develop materials to assess reaction (such as feedback forms, online surveys)
4h. Develop materials to evaluate transfer of learning
Determine how technology can support evaluation of transfer of learning
Develop materials to assess transfer of learning (such as observation checklists)
4i. Validate learning design and materials
Determine what components of design and materials need to be validated
Determine approach for validation (such as small group validation, full group pilot)
Conduct validation and make agreed-upon changes
Obtain final signoff on design and materials
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Learner materials
Quality Criteria
• Learner materials conform to plan for designing and developing learning experience
Your Competency Overview
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Designing Learning Experiences
•
•
•
•
Learner
Learner
Learner
Learner
materials
materials
materials
materials
support learning objectives
follow graphic design and instructional writing principles
are appropriate to the learner’s work environment
are accessible
Key Outputs
Facilitator materials
Quality Criteria
•
•
•
•
•
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
materials
materials
materials
materials
materials
conform to plan for designing and developing learning experience
indicate how to support achievement of learning objectives
include how to evaluate learning objectives
follow graphic design and instructional writing principles
support preparation and delivery of the learning experience
Key Outputs
Storyboards
Quality Criteria
• Storyboards support achievement and evaluation of learning objectives
• Storyboards include all content, text, images, activities, and interactivity
• Storyboards include programming and production instructions
Key Outputs
Management of revision and review cycles
Quality Criteria
• Review cycles are planned and realistic
• SMEs and stakeholders feel respected and included
• Signoff is obtained at key stages of the design and development process
Key Outputs
Web-based Learning (such as apps, videos, elearning)
Quality Criteria
• Learning experience conforms to detailed outline
• Learning materials follow graphic design and instructional writing principles
• Learning experience and materials are accessible
Key Outputs
Materials to support transfer of learning
Quality Criteria
• Materials support transfer of learning
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Designing Learning Experiences
Your Competency Overview
• Materials clearly identify roles and responsibilities of learner and others (such as
mentors, supervisors and peers)
• Materials can be used in the workplace without assistance
Key Outputs
Materials to evaluate learner reaction
Quality Criteria
• Evaluation clear and easy to complete
• Evaluation captures relevant data (such as confidence in applying new skills on the
job, effectiveness of instructional methods and materials)
• Evaluation uses technology to simplify data collection and reporting
Key Outputs
Materials to evaluate transfer of learning
Quality Criteria
• Evaluation is clear and easy to complete
• Evaluation captures relevant data (such as uptake of new skills, proficiency in
applying new skills, and barriers to transfer of learning to the workplace)
• Evaluation uses technology to simplify data collection and reporting
n Support Implementation
5a. Monitor
Manage completion
publication of
and
distribution
of materials
translation,
publication,
distribution or uploading, and storage of
all materials
Ensure final materials meet quality requirements
5b. Prepare for implementation
Write a clear, concise course or program description for communications purposes
Secure resources to provide production assistance for live virtual classroom sessions
Ensure any equipment and other resources required are available and functioning
Prepareresources
facilitators
conduct
the
learning
experience
designed
Secure
toto
provide
and
track
tutoring
requestsas
and
technical support, as
required
5c. Secure
Preparepeople
support
for transfer
of learning
and sustained
performance
resources
to provide
support
for transfer
of learning (such as coaches
Secure
technology
and peer
mentors) required to support transfer of learning (such as online
performance tracking tools,
social media platforms)
Prepare people resources to support activities for transfer of learning
Follow up on transfer activities
5d. Plan for maintenance
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Determine requirements for maintenance of the design and learning materials
Determine guidelines for deciding whether to make revisions (such as number of calls
for technical support or significant changes to desired performance outcomes)
Develop plan and budget for maintenance
these
competencies
typically involves producing the following outputs. The
KeyMastering
outputs and
assessment
criteria
assessment criteria indicate what would make the output appear to be high quality.
Outputs should be validated as appropriate.
Key Outputs
Train-the-trainer session
Quality Criteria
• Facilitators can explain how the design supports learning objectives, desired
performance outcomes and business measures
• Facilitators state they are prepared to deliver learning experience
Key Outputs
Tutoring and technical support
Quality Criteria
• Tutoring and technical support includes plan for tracking of questions, comments and
issues, and implementing changes based on feedback
• Tutors and technical support staff can explain their role in supporting the achievement
of desired performance outcomes
• Tutors and technical support state they are prepared to answer anticipated questions
about the content or technology
Key Outputs
Briefing for coaches and mentors
Quality Criteria
• Coaches and mentors can explain their role in supporting transfer of learning
• Coaches and mentors can explain the learner’s role in supporting transfer of learning
• Coaches and mentors state they are prepared to support transfer of learning
Key Outputs
Maintenance plan
Quality Criteria
• Maintenance plan includes roles and responsibilities, timing, criteria, time and budget
• requirements
Maintenance plan validated with appropriate stakeholders and sponsor
Your Competency Overview
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Facilitating Learning
j Prepare to facilitate
Your Competency Overview
Rate
Facilitating Learning
1a. Prepare to deliver the content and activities based on the design
Assess training design and materials for flow, clarity and timing
1. Prepare facilitate
Prepare to address specific needs of target audience and organization
2. Create learning environment
Incorporate feedback from previous deliveries to improve content and design
3. Engage learners
Coordinate roles and responsibilities when working with co-facilitator(s)
4. Foster learning
Develop subject matter expertise, where required to facilitate the training effectively
5. Assess learning
Ensure access
to additional
subjectofmatter
experts,
required
to support facilitation
Rehearse
challenging
components
training
designas
(such
as explanations
of
concepts and activities)
Prepare to use classroom media and virtual classroom technology
Adapt classroom activities as needed for virtual classroom delivery
1b. Ensure learning experience supports desired performance outcomes
measures
Ensure each learning objective is supported by relevant content and practice activities
Clarify the purpose and expected outcomes of each learning activity
measures
AREAS FOR
Adapt learning activities to the needs of the specific learner group (such as prior
training and cultural issues)
SELF-IMPROVEMENT
Incorporate relevant job-related references, anecdotes and examples
Ask Yourself:
Confirm any changes with instructional designer to ensure integrity of the design
Do I know this?
learners,
supervisors and coaches of prerequisites and requirements for pre1c. Advise
Coordinate
logistics
Do I do this?
work and learning
Am I proficient,
Verify logistics (on-site or virtual) arranged as required (such as internet access,
adequate, or do I need
materials, support resources, or webcast producer)
Clarify instructions for setting up and closing classroom, labs or virtual classroom
improvement?
Ensure learning environment (on-site or virtual) accommodates participants with disabilities
Prepare contingency plans for potential problems (such as equipment failures or schedule delays)
Prepare materials to orient learners to any required technology
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Recommendation for modifications to learning experience design and materials
Quality Criteria
P A NI
Totals 0
0
0
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Facilitating Learning
• Client and instructional designer are advised if learning objectives not aligned with
desired performance outcomes, or if learning activities do not provide content and
practice to support achievement of learning objectives
• Modifications reflect feedback from prior deliveries
• Modifications adapt materials and delivery for specific learner group
• Modifications adapt materials and delivery for virtual classroom
• Modifications confirmed with instructional designer
Key Outputs
Administrative arrangements
Quality Criteria
•
•
•
•
Appropriate facilities and resources booked and organized
Learners and supervisors notified of administrative arrangements
Instructions for setting up and closing classroom and labs documented
Learner materials prepared
Key Outputs
Contingency plans
Quality Criteria
• Back-up plan in place in the event of disruption to schedule
k Create learning environment
Rate
2a. Establish physical or virtual learning environment
working as expected,
materials and refreshments delivered, accessibility requirements)
space is free of
distractions)
Adjust environment to accommodate needs of the learners (such as temperature, layout, access)
Launch virtual classroom and confirm operation of functions needed
2b. Address social and emotional needs of learners
Welcome learners as they enter the physical or virtual learning environment
Encourage introductions among learners
Orient learners to the classroom or virtual classroom
Provide opportunity for learners to practise using virtual classroom technology
Monitor energy or “willingness to learn” level and adapt facilitation as needed
Acknowledge each learner, both verbally and non-verbally
2c. Establish responsibilities for the success of learning experience
Your Competency Overview
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Facilitating Learning
Relate learning objectives to desired performance outcomes and business results
Clarify expectations, roles and responsibilities for learners and facilitator(s)
Establish ground rules for individual and group behaviour
Provide options for adjusting sequence, activities, and content as appropriate
2d. Model appropriate behaviour
Maintain warm and respectful behaviour (such as open, positive body language, smile)
Dress to comply with dress code or unwritten norms about dress
Use language, references, and comments appropriate to the organization and learners
Maintain confidentiality and privacy
Address illegal, immoral, or unethical behaviours by learners
2e. Manage disruptive or counterproductive behaviour
Respond appropriately when participant behaviour is likely to interfere with learning
Manage personal biases around control or personal preferences
behaviour
Demonstrate respect for each individual when responding to disruptive behaviour
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Learning environment (classroom or virtual)
Quality Criteria
• Arranged to specifications in facilitator materials
• Available prior to start of facilitation
• Virtual classroom operates as expected with all materials pre-loaded
Key Outputs
Formal welcome to learning
Quality Criteria
•
•
•
•
•
•
Welcome is appropriate to learners and content of learning experience
Welcome encourages learner interaction
Learning objectives presented and clarified
Welcome clearly identifies responsibilities for learning
Ground rules established and agreed toby the group
Welcome includes administrative information
Key Outputs
Your Competency Overview
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Facilitating Learning
Your Competency Overview
Management of disruptive or counterproductive behaviour
Quality Criteria
• Response is fair and respectful
• Response is appropriate and timely
• Response is effective in reducing or eliminating disruptive or counter-productive behaviour
l Engage learners
Rate
3a. Deliver content and instructions
Use a variety of instructional techniques to provide content (such as demonstration, group discussion)
practise
Use appropriate language, anecdotes, and examples to facilitate learning
Minimize use of jargon
Maintain an appropriate level of energy and enthusiasm
Pace learning to meet the needs of the group
and sections
Confirm instructions for activities are understood by learners
Provide summaries and opportunities to review at appropriate intervals
3b. Lead group discussions
Ask questions to facilitate discussions and check understanding
Draw upon learner experience, knowledge, and skill to enhance learning
Use gestures, body movements, and pauses to encourage participation
Use silence effectively to encourage learners to reflect and respond
Encourage participation from all learners
Ensure individual learners do not dominate discussions
Respond to verbal and non-verbal cues from learners
3c. Respond to learner questions and comments
Encourage questions and comments from learners
Paraphrase learner questions and comments to ensure clarity and understanding before responding
question
Verify the question was answered or addressed before moving on
feedback
Adapt content or delivery in response to learner questions and comments
Refer back to learner questions and comments, as appropriate
3d. Use differences and controversy to enhance learning
Encourage differing points of view
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Facilitating Learning
Your Competency Overview
Assist learners in understanding and reconciling differing points of view
Model conflict resolution techniques
Maintain composure and respect for individuals and the group
3e. Optimize use of visual aids and equipment
Position self, equipment and visual aids to enhance learning and reduce distraction
Use media to enhance learning, not as a crutch
Troubleshoot equipment and implement back-up plan as needed
3f. Use virtual classroom tools
Maintain technical skills required to use virtual classroom tools (such as chat, whiteboards, breakouts)
Optimize use of virtual classroom tools to solicit input, enhance learning, and encourage collaboration
Troubleshoot technical problems and implement back up plan as needed
Key outputs and assessment criteria
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Delivery of content
Quality Criteria
•
•
•
•
•
Content delivered as designed, using appropriate methods and activities
Delivery of content does not reduce time designed for practice
Language, including examples, is clear and appropriate for learners
Bridges and transitions are clear and link sections appropriately
Non-verbal communication supports learner interaction
Key Outputs
Group discussions
Quality Criteria
• Discussions engage learners through asking open questions
• Discussions draw on learners’ experience to reinforce learning
• Discussions encourage participation from all learners
Key Outputs
Learner questions and comments
Quality Criteria
• Questions encouraged to enhance learning of individuals and the group
• Questions acknowledged and paraphrased to ensure understanding
• Questions answered or deferred, as appropriate
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Facilitating Learning
Your Competency Overview
• Facilitator verifies that response addresses the learner’s question
Key Outputs
Differences and controversy
Quality Criteria
• Differences encouraged to enhance learning of individuals and the group
• Differences handled with composure and respect for individuals and the group
Key Outputs
Visual aids, equipment and online tools
Quality Criteria
• Visual aids, equipment, and tools used effectively to support achievement of learning
objectives, and in accordance with design and operating instructions
m Foster learning
4a. Demonstrate appropriate expertise
Establish credibility by providing your credentials, including related experience
Demonstrate understanding of the organization and relevant job performance
Present information and concepts clearly
concepts
Partner with subject matter experts
Refer learners to resources for content beyond the scope of learning experience
4b. Facilitate individual and group activities
Provide opportunities for learners to practice new skills
Set clear expectations for outcomes of activities and link to learning objectives
Monitor progress, providing clarification and coaching as needed
Create a supportive environment for learners to provide feedback teach other
Provide opportunities to present and share individual and group work
Debrief activities to reinforce learning
4c. Facilitate to support transfer of learning and sustained performance
Provide job- and organization-related examples while facilitating
Link learning content and activities to job and organization requirements
facilitating
Position transfer activities and their importance while facilitating
Follow up on transfer activities (such as action plans, peer coaching), as appropriate
Key outputs and assessment criteria
Rate
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Facilitating Learning
Your Competency Overview
Mastering these competencies typically involves the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Facilitator credibility
Quality Criteria
• Facilitator demonstrates understanding of content, organization and learner’s roles
• Learners acknowledge facilitator’s qualifications and credibility
Key Outputs
Activities and practice
Quality Criteria
• Instructions for activities and practice clearly presented
• Activities and practice linked to learning objectives
• Activities and practice debriefed to reinforce learning
Key Outputs
Positioning of transfer activities
Quality Criteria
• Learning content, examples and activities linked to job and organization requirements
• Importance of transfer activities positioned while facilitating
• Job aids and other relevant resources incorporated into learning
n Assess learning
5a. Confirm learners have prerequisite skills and knowledge
administering pre-tests,
checking HR records, completion of prerequisites)
when ready, provide learners with additional resources, refer learners to additional
learning)
5b. Conduct
Assess individual
of learning
formal or achievement
informal assessments
asobjectives
designed to assess performance on each
learning objective (such as test questions for comprehension, observation of practice
or role play for application)
Evaluate achievement of each learning objective before moving on to the next
Provide post-assessment feedback and coaching
Provide additional opportunities for learning and practice, as required
Key outputs and assessment criteria
Rate
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Facilitating Learning
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Qualified class list
Quality Criteria
• Individual learners meet entry criteria for training
• Individual learners have completed prerequisite training
Key Outputs
Assessment of individual learner performance
Quality Criteria
• Individual learner performance assessed against each learning objectives
• Individual learner performance assessed as designed
Key Outputs
Feedback and coaching on performance provided to learners
Quality Criteria
• Specific, balanced, constructive, confidential and respectful
• Related to learning objectives
• Provides corrective action where required
Your Competency Overview
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Supporting transfer of learning
j Design for transfer of learning
1a. Plan to support transfer of learning and sustained performance
completed in Assessing performance needs 4c
Assess environment to determine feasible options for supporting transfer of learning
reminders, feedback mechanisms, follow-up activities, coaching/mentoring support,
incentives)
Determine resources required to support transfer of learning to the workplace
Determine how technology can support transfer of learning (such as automated
reminders, online performance tracking, links to support)
1b. Design support for transfer of learning and sustained performance
completed in Designing learning experiences 3d
Design initiatives to support transfer of learning (such as assistance with application
of skills, of what was learned, tips for improving efficiency, techniques for customizing
skills to specific situations, feedback on application of new skills)
Design for spaced reinforcement of learning at appropriate intervals
Leverage technology to support transfer of learning (such as automated reminders,
performance tracking, performance support, use of social media)
Estimate timing and work effort to support transfer of learning
Design, or advise on the design of, performance support systems and materials (such
as repositories for videos and job aids)
Design, or advise on the design of, social media to support transfer of learning (such
as blogs, wikis, discussion forums)
Design, or advise on design of, incentives to support transfer of learning (such as
badges, leader boards, bonuses)
1c. Develop materials to support transfer of learning and sustained performance
completed in Designing learning experiences 4f
as job(such
aids,as
automated
reminders)
Develop performance
guidance andsupport
tracking(such
materials
self-assessments
and learning
progression maps)
Develop coaching materials to help managers and other coaches to support learners
(such as observation checklists, validation cases, role-plays)
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Your Competency Overview
Rate
Supporting transfer of learning
P A NI
1. Design for transfer of learning
2. Implement support for transfer of lear
Totals 0
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
0
0
46 of 57
Supporting transfer of learning
Your Competency Overview
Plan for supporting transfer of learning
Quality Criteria
• Plan includes realistic solutions for transfer of learning to the workplace, based on
desired
performance
outcomes
Plan
identifies
resources
and time required to implement support for transfer of
• learning
Plan includes communication and follow-up activities
• Plan identifies technology to support transfer of learning
Key Outputs
Design for supporting transfer of learning
Quality Criteria
• Design includes realistic activities and tools to support transfer of learning to the
workplace, based on the desired performance outcomes
• Design includes estimated time and work effort required for learners and coaches
• Design uses available technology appropriately
Key Outputs
Materials to support transfer of learning
Quality Criteria
• Materials support transfer of learning
• Materials clearly identify roles and responsibilities of learner and others (such as
mentors, supervisors and peers)
• Materials can be used in the workplace without assistance
k Implement support for transfer of learning
2a. Prepare support for transfer of learning and sustained performance
Secure
people
resourceslearning
to provide
support for
completed
in Designing
experiences
5ctransfer of learning (such as coaches,
Secure
technology
required
to
support
transfer
of learning (such as online
peer mentors)
performance tracking tools,
social media platforms)
Prepare people to support activities for transfer of learning
Follow up on transfer activities as appropriate
2b. Facilitate to support transfer of learning and sustained performance
completed in Facilitating learning 4c
Provide job- and organization-related examples while facilitating
Link learning content and activities to job and organization requirements
facilitating
Rate
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Supporting transfer of learning
Position transfer activities and their importance while facilitating
Follow up on transfer activities (such as action plans, peer coaching), as appropriate
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Briefing for coaches and mentors
Quality Criteria
• Coaches and mentors can explain their role in supporting transfer of learning
• Coaches and mentors can explain the learner’s role in supporting transfer of learning
• Coaches and mentors state they are prepared to support transfer of learning
Key Outputs
Positioning of transfer activities
Quality Criteria
• Learning content, examples, and activities linked to job and organization requirements
• Importance of transfer activities positioned while facilitating
• Job aids and other relevant resources incorporated into learning
Your Competency Overview
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Supporting transfer of learning
3a. Plan to evaluate transfer of learning (completed in Assessing performance needs 4d)
Your Competency Overview
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Evaluating Learning
j Evaluate learner reaction
Your Competency Overview
Rate
1a. Develop materials to evaluate learner reaction (completed in Designing learning experiences 4g)
Determine how technology can support evaluation of learner reaction
1. Evaluate
Develop materials to assess reaction (such as feedback forms, online surveys)
2. Evaluate
1b. Assess learner reaction
3. Evaluate
Gather data to assess aggregate learner reaction
4. Evaluate
Identify patterns and trends in learner reaction
Identify factors other than learning that might impact learner reaction
1c. Recommend changes based on learner reaction
reaction
Determine feasibility of identified changes
Recommend changes to improve design and facilitation
Evaluating Learning
P A NI
learner reaction
learning objectives
transfer of learning
business results
Totals 0
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Materials to evaluate learner reaction
Quality Criteria
• Evaluation clear and easy to complete
• Evaluation captures relevant data (such as confidence in applying new skills on the
job, effectiveness of instructional methods and materials)
• Evaluation uses technology to simplify data collection and reporting
Key Outputs
Assessment of aggregate learner reaction
Quality Criteria
• Results identify patterns and trends in learner reaction
• Results identify factors that impact learner reaction
Key Outputs
Recommended changes to design and facilitation
Quality Criteria
• Recommendations based on valid and reliable data
• Recommended changes support achievement of learning objectives
AREAS FOR
SELF-IMPROVEMENT
Ask Yourself:
Do I know this?
Do I do this?
Am I proficient,
adequate, or do I need
improvement?
0
0
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Evaluating Learning
k Evaluate learning objectives
Rate
2a. Write learning objectives (completed in Designing learning experiences 2a)
Identify appropriate level of learning for each learning objective (such as remember,
understand, apply, analyse, evaluate, create)
Write statements describing:
The observable outcome for each key skill or knowledge requirement
The conditions under which the outcome may be performed
The standards of acceptable performance
Sequence learning objectives for ease of learning
Validate learning objectives for accuracy and sequence
Validate learning objectives for alignment with desired performance outcomes
2b. Design evaluation of learning objectives (completed in Designing learning experiences 2b)
Identify appropriate level of evaluation for each learning objective (such as remember,
understand, apply, analyse, evaluate, create)
Identify appropriate type of evaluation for each learning objective (such as test
questions for comprehension, observation of practice or role play for application)
Determine how technology can support evaluation of learning (such as online testing,
performance tracking and automated reporting)
Determine procedures for administering the evaluation
2c. Develop materials to evaluate learning objectives (completed in Designing learning experiences 2c)
Prepare assessment forms, checklists, and scoring guides to evaluate tasks and skills
(such as observation of practice or role play for application, case study for analysis)
Write test questions and scoring guides to evaluate knowledge
Determine the number of questions needed to evaluate each learning objective
Draft test questions with correct and anticipated incorrect responses
Test online evaluations to ensure they are usable and accurately track and report data
formal or informal
assessments
as(completed
designed toinassess
performance
each
2d. Conduct
Assess achievement
of learning
objectives
Facilitating
learningon
5b)
learning objective (such as test questions for comprehension, observation of practice
or role play for application)
Evaluate achievement of each learning objective before moving on to the next
Provide post-assessment feedback and coaching
Provide additional opportunities for practice, as required
2e. Assess aggregate achievement of learning objectives
Compile data on individual achievement of learning objectives
Analyze aggregate data on achievement of learning objectives
Identify patterns and trends in achievement of learning objectives
Your Competency Overview
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Evaluating Learning
Your Competency Overview
Identify factors that impact achievement of learning objectives
2f. Recommend changes based on evaluation of learning objectives
objectives
Determine feasibility of identified changes
Recommend changes to improve design and facilitation
Plan for implementing changes, and providing updates and refreshers to learners
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Learning objectives
Quality Criteria
• Learning objectives documented and validated
• Appropriate level of learning (such as remember, understand, apply, analyse, evaluate,
create) is clear for each learning objective
• Learning objectives include observable outcome, condition, and standard for each
objective at an applying, analysing, evaluating, or creating level
• Learning objectives sequenced for ease of learning
• Learning objectives aligned with desired performance outcomes
Key Outputs
Design for evaluation of learning objectives
Quality Criteria
•
•
•
•
•
Design
Design
Design
Design
Design
of
of
of
of
of
evaluation
evaluation
evaluation
evaluation
evaluation
appropriate to level of learning objectives
ensures outcome is observable
indicates how the evaluation is to be assessed
identifies assessment and administration procedures (such as scoring, opportunity to re-try)
consistent with context requirements for learning
Key Outputs
Materials to evaluate learning objectives
Quality Criteria
• Materials to evaluate learning appropriate to level of learning objectives
• Materials to evaluate learning enable observation of achievement of learning objectives
Key Outputs
Assessment of individual learner performance
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Evaluating Learning
Quality Criteria
• Individual learner performance assessed against each learning objectives
• Individual learner performance assessed as designed
Key Outputs
Assessment of aggregate learner performance
Quality Criteria
• Patterns and trends identified in achievement of learning objectives
• Factors identified that impact achievement of learning objectives
Key Outputs
Recommended changes to design and facilitation
Quality Criteria
• Recommendations based on assessment of aggregate data about learner performance
• Recommended changes support achievement of learning objectives
l Evaluate transfer of learning
Rate
3a. Plan to evaluate transfer of learning (completed in Assessing performance needs 4d)
Identify pre-training (benchmark) performance
benchmark data
Determine timing for evaluation and resources required
3b. Identify desired performance outcomes (completed in Assessing performance needs 2d)
Write statements describing:
The observable outcome desired
The conditions under which the outcome may be achieved
The business measures that will indicate whether the outcome has been achieved
Validate desired performance outcomes
3c. Develop materials to evaluate transfer of learning (completed in Designing learning experiences 4h)
Determine how technology can support evaluation of transfer of learning
Develop materials to assess transfer of learning (such as observation checklists)
3d. Assess transfer of learning to the workplace
outcomes
Identify factors other than the learning that might impact performance outcomes
Assess impact of learning on performance outcomes
Determine barriers to transfer of learning (such as software not working as expected,
supervisors not supporting performance)
3e. Recommend changes based on evaluation of transfer of learning
Your Competency Overview
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Evaluating Learning
Identify potential changes to the design and facilitation based on how learning
solution has impacted performance outcomes
Identify potential changes to support transfer of learning based on how learning
solution has impacted performance outcomes
Determine feasibility of identified changes
Recommend changes to improve impact of learning solution on performance outcomes
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Plan to evaluate transfer of learning
Quality Criteria
•
•
•
•
Plan
Plan
Plan
Plan
identifies what data will be gathered and analyzed
identifies when evaluation will be conducted
includes benchmarks of pre-intervention performance
includes estimate of resources required to implement evaluation plan
Key Outputs
Materials to evaluate transfer of learning
Quality Criteria
• Evaluation clear and easy to complete
• Evaluation captures relevant data (such as uptake of new skills, proficiency in
applying new skills, and barriers to transfer of learning to the workplace)
• Evaluation uses technology to simplify data collection and reporting
Key Outputs
Assessment of performance results
Quality Criteria
•
•
•
•
•
Gap between pre-intervention, current and desired performance outcomes identified
Results stated in terms of specific performance outputs
Results based on accurate and reliable data and sound analysis
Cause-effect relationships determined among performance gaps
Assessment determines appropriateness of desired performance outcomes in light of
actual performance data
Key Outputs
Recommended changes to learning solutions
Your Competency Overview
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Evaluating Learning
Your Competency Overview
Quality Criteria
• Recommendations based on analysis of how the learning has impacted performance
• Recommendations continue to support achievement of learning objectives
• Recommendations are realistic for organization and work unit
Key Outputs
Recommended changes to support for transfer of learning
Quality Criteria
• Recommendations based on identified barriers to transfer of learning
• Recommendations continue to support achievement of learning objectives
• Recommendations realistic for organization and work unit
m Evaluate business results
Rate
4a. Plan to evaluate business results for learning solutions (completed in Assessing performance needs 4d)
Recommend
how post-intervention
business
results should be assessed against
Identify pre-training
(benchmark) business
measures
benchmark data
Determine timing for evaluation and resources required
4b. Identify business measures (completed in Assessing performance needs 2d)
Write statements describing:
The observable outcome desired
The conditions under which the outcome may be achieved
The business measures that will indicate whether the outcome has been achieved
The targeted level of that business measure, if appropriate
Validate business measures
4c. Assess business results
performance outcomes
Identify factors other than performance outcomes that might impact business results
Assess impact of learning on performance outcomes and subsequent business results
4d. Identify
Recommend
changes
based
offacilitation
business results
potential
changes
toon
theevaluation
design and
based on how learning
solution and performance
outcomes have impacted business results
Identify potential changes to support for transfer of learning based on how learning
solution and performance outcomes have impacted business results
Determine feasibility of identified changes
Recommend changes to improve impact of learning solution on performance outcomes
and subsequent business results
55 of 57
Evaluating Learning
Key outputs and assessment criteria
Mastering these competencies typically involves producing the following outputs. The
assessment criteria indicate what would make the output appear to be high quality.
Key Outputs
Plan to evaluate business results
Quality Criteria
•
•
•
•
Plan
Plan
Plan
Plan
identifies what data will be gathered and analyzed
identifies when evaluation will be conducted
includes benchmarks of pre-intervention business results
includes estimate of resources required to implement evaluation plan
Key Outputs
Assessment of business results
Quality Criteria
•
•
•
•
•
Gap between pre-training, current and desired business results identified
Results stated in terms of specific business measures
Results based on accurate and reliable data and sound analysis
Cause-effect relationships determined among intervention, performance outcomes,
and business results
Assessment determines appropriateness of business measures in light of actual business results
Key Outputs
Recommended changes to training solutions (including support for transfer)
Quality Criteria
• Recommendations based on analysis of how learning solution has impacted
performance outcomes and subsequent business results
• Recommended changes support achievement of desired performance outcomes
• Recommendations are realistic for organization and work unit
Your Competency Overview
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Overall Performance
Totals from all Competencies
Percentage
P
A
NI
84
6
90
93%
7%
100%
Partnering with Clients
1.
2.
3.
4.
5.
Demonstrate awareness of client organizat
Support clients in making effective choice
Develop agreements with clients
Manage changes throughout a project
Interact effectively
Totals
P
11
19
23
11
20
84
A
NI
2
4
6
0
P
A
NI
0
0
0
P
A
NI
0
0
0
P
A
NI
0
0
0
P
A
NI
Assessing Performance Needs
1. Prepare to assess
2. Identify performance gaps
3. Determine causes of perf. gaps
4. Identify req. for closing gaps
5. Validate next steps and measures
Totals
Designing Curricula
1.
2.
3.
4.
5.
Identify goals, principles, and constraints
Create preliminary roadmap for curriculum
Design detailed roadmap for curriculum
Prototype curriculum components
Prepare to implement and sustain curricul
Totals
Designing Learning Experience
1.
2.
3.
4.
5.
Conduct design analysis
Establish learning objectives and evaluatio
Create detailed design
Develop materials
Support implementation
Totals
Facilitating Learning
1. Prepare facilitate
2. Create learning environment
3. Engage learners
4. Foster learning
5. Assess learning
Total
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Totals
0
0
P
A
NI
0
0
0
P
A
NI
0
0
0
0
Supporting the Transfer of Learning
1. Design for transfer of learning
2. Implement support for transfer of learning
Totals
Evaluating Learning
1.
2.
3.
4.
Evaluate
Evaluate
Evaluate
Evaluate
learner reaction
learning objectives
transfer of learning
business results
Totals