Running head: ACCESS THE ASTD COMPETENCY MODEL
Access the ASTD Competency Model
Earl K. Darby
CUR/516
November 24, 2014
Professor Patricia Luopa
11
ACCESS THE ASTD COMPETENCY MODEL
42
Access the ASTD Competency Model
MEMORANDUM
TO: Director Johnson
FROM: Earl K. Darby
DATE: November 24, 2014
SUBJECT: New Instructional Training Plan
It has come to the attention of our training and development staff that instructional systems
development have become more progressive and contemporary in the 21st century than before.
The introduction of new technologies and their uses in the corporate and global environments
gives us concern and cause to prepare, equip, and train our trainers for change. Therefore, this
committee recommends the implementation of further competency studies to respond in a new,
robust, and aggressive changes. In addition, to establish our training and development
department's place above the competition and to keep with the challenges of future instructional
systems development, we request competency consideration in the following areas: instructional
design, performance improvement, training delivery, and learning technologies.
Instructional design is where our organization improves in conducting the needs assessments,
identifying the learning approaches, applying learning theories and selecting a design,
curriculum, and technologies. For example, to effect change our organization will need to the
challenges of whether to promote innovations with changing technologies or to adjust research
for new ways and means (Ashbaugh, 2013). In the 21st century, instructional designers must be
ACCESS THE ASTD COMPETENCY MODEL
43
knowledgeable of the innovations, technologies, and research methods available that contribute
to successful instructional systems development.
Performance improvement is crucial in instructional design because of the connection between
stakeholders, employees, customers, and customer needs. For example, challenges to rethink the
conceptualization of academic course design and web-based affordances release designers to
align more with the modern use of communication devices and networks. According to
Ashbaugh (2013) capitalizing on the adaptation of personal leadership drives innovation and
moves designer beyond non-adaptive, linear thinking.
In training delivery, production of the competency models establishes credibility of the
instructors and creates a positive learning environment. Therefore, delivery training will be a
crucial element of our training and development department because it will convey competency
objectives, deliver various delivery methods, manage the learning environment, and facilitate
learning. For example, Penrose Hospitals, Colorado, Springs, Colorado uses competency training
delivery as a self-analysis tool of competency levels and its output to determine functional roles
to write accurate job descriptions (Ballance, 1984).
Learning technologies apply to addressing specific technology learning needs. New technologies
and software applications flood the corporate and global environments. For our organization to
be proficient with 21st century technology, and it uses we must be able to the identify the needs,
proclivities, learning styles, strength and weaknesses of new learners. In addition, it is crucial to
re-train current instructional designers, as well as recruit additional adult and youth students.
ACCESS THE ASTD COMPETENCY MODEL
44
This proposal supports the need for further training in competencies development in the areas of
instructional design, performance improvement, training delivery, and learning technologies. The
challenges of the 21st century call for leadership in instructional design and the rethinking of how
academic course design accurately represent the modern use of communication devices and
networking. This department encourages the consideration of this proposal to give our
organization the competitive edge we need.
Further details on the Association of Training and Development (ATD) Competency Model are
reviewable at http://www.astd.org/Certification/Competency-Model.
ACCESS THE ASTD COMPETENCY MODEL
45
References
Ashbaugh, M. L. (2013). Personal leadership in practice: A critical approach to instructional
design innovation work. TechTrends, 57(5), 74-82. doi:http://dx.doi.org/10.1007/s11528013-0694-5
Ballance, C. (1984). The ASTD Competency Study...A Year Later. Training & Development
Journal, 38(5), 12-14.