CharlesSturtULunn

8/2/2019 CharlesSturtULunn

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A COMPETENCY MODEL

FOR

THE EDUCATION TRAINING &DEVELOPMENT FIELD


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Abstract:Many people, when asked, will state that they know the skills and

knowledge that is needed by a person working in the field of education,training and development. But each of those many people will producequite different lists. In this paper I define 52 competencies and thenprovide some behavioural examples which illustrate a basic,intermediate and advanced level of competence. These competencies arebased on research that was conducted by the American Institute ofTraining and Development in the 1970s. The research conclusions were

based on responses from 8,000 people. This model has manyapplications including course design for teachers, training &development staff, staff development criteria and career path planning.I have also provided an industrial example where this model was applied.

References:Models for Excellence, 1983. Repeated in 1987. A study commissioned by American Society ofTraining Development and project managed by Patricia McLagan. Published by ASTD press. It was

also well covered in Gilley and Eggland, 1989. Principles of Human Resource Development, Addison-Wesley Publishing.

A Competency model for people working in the field of Education,Training and Development.

Background


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4. AV skillselecting and using audio/visual hardware and software;5. Career development knowledgeunderstanding the personal and

organisational issues and practices relevant to individual careers;6. Coaching and Trainingunderstanding the distinction between coaching

and training and knowing when one is more appropriate than the other;7. Compensation benefitsunderstanding the job evaluation process and

knowing how to produce the necessary data input for the process;8. Competency identification skillidentifying the knowledge and skill

requirements of jobs, tasks & roles.

9. Computer competenceunderstanding and being able to use computers;10. Conflict resolutionidentify the components of conflict and various optionsthat may facilitation resolution;

11. Counselling skillhelping individuals recognise and understand personalneeds, values, problems, alternatives and goals;

12. Cost benefit analysis skillassessing alternatives in terms of theirfinancial, psychological and strategic advantages and disadvantages;

13. Data reduction skillscanning, synthesising and drawing conclusions from

data;14. Delegation skillassigning task responsibility and authority to others;15. Facilities skillplanning and coordinating logistics in an efficient and cost

effective manner;16. Feedback skillcommunication opinions, observations and conclusions

such that they are understood;17. Futuring skillprojecting trends and visualising possible and probably

futures and their implications;G t l ti id tif h t l ti i t t i i d


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28. Negotiation SkillSecuring win-win agreements while successfullyrepresenting a special interest in a decision situation.

29. NetworkingUnderstanding the concept and benefits.30. Objectives Preparation SkillPreparing clear statements which describe

desired outputs.31. Operations Subject MaterialUnderstanding the operations functions that

are being taught.32. Oral CommunicationKnowing the various factors that affect oral

communicating and what can be done to improve the effectiveness.

33. Organisation Behaviour UnderstandingSeeing organisations asdynamic, political, economic and social systems which have multiplegoals, using this larger perspective as a framework for understanding andinfluencing events and change.

34. Organisation UnderstandingKnowing the strategy, structure, powernetworks, financial position, systems of a specific organisation.

35. Performance Observation SkillsTracking and describing behaviours andtheir effects.

36. Personnel/HR Field UnderstandingUnderstanding issues and practicesin other HR areas (Organisation Development, Organisation Job Design,Human Resource Planning, Selection and Staffing, Personnel Researchand Information Systems, Compensation and Benefits, EmployeeAssistance, Union/Labour Relations).

37. Policies ProceduresKnowing the various policies and procedures thataffect training and development activities.

38. Presentation SkillsVerbally presenting information such that thei t d d i hi d


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49. Education, Training and Development Techniques UnderstandingKnowing the techniques and methods used in education and training;

understanding their appropriate uses.50. Technical Subject MaterialUnderstanding the technical functions that are

being taught.51. Organisation specific subject materialUnderstanding the organisation

specific functions that are being taught.52. Writing SkillsPreparing written material which follows generally accepted

rules of style and form, is appropriate for the audience, creative and

accomplishes its intended purposes.CommentaryIn appendix one I provide examples of the behaviour that would illustratebasic, intermediate and advanced levels of competence. Behaviouraldescriptions make the task of competency assessment easier than if one justhad a competency element description with no examples how this could beseen in practice.In appendix two are specific simple position guides that illustrate the particular

industrial application. In the roles/competencies matrix the staff were asked toindicate what competencies they believed they were accountable forachieving in their current position. They were also asked to assess theircurrent level of competence in each essential and desired competency asthat formed the basis of their personal development plan. They were advisedthat if they assessed their own competence as being higher than it really wasit would be to their own disadvantage as they would not then get access to thenecessary development opportunities. I believe that without exception

ith d th i t l l f t tl th


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Australia 2795Tel: 02 63384639

E-mail [email protected]


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APPENDIX ONE

THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

1. Acting Listening

Knowing what actions can betaken that will make thelistening aspect of verbalcommunication more effective.

When asked to, he candescribe what is meant byactive listening.

In a discussion or verbalcommunication she candescribe the ways in whichlistening can be made moreeffective.

When asked she can identifywhen active listening principlesare being used.

When engaged in aconversation he uses theappropriate active listeningtechniques.

He can conduct trainingsessions on active listening.

Given a project involvingverbal communication trainingshe reviews the literature onactive listening andprepares apaper on the training and theresolution of any associatedproblems.

Involved in a meting withsenior managers he canencourage effective listening ina way that is welcomed by thegroup.

She can train other trainers inhow to teach effective

listening.

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2. Administration

Understanding the variousadministrative tasks that areassociated with theimplementation of education,training and development.

Given a program to run hecompletes the requiredadministration tasksassociated with the course.

She can resolve any concernsabout any of the administrationdetails.

He can identify where specifictasks may be simplified.

He reviews the administrationprocedures being used andorganises for improvements tobe implemented.

She is conversant with newadministration methodologyand implements it when it isappropriate.

She produces newadministration policies for theorganisation.

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3. Adult Learning Understanding

Knowing how adults acquire and useknowledge, skills, and attitudes.Understanding individual differencesin learning.

When preparing visuals for apresentation, he assures that thereare no more than five to seven pointson each slide.

Knowing that support and review areimportant after a learning experience,she implements a series offollow-upbrochures that review key points andapplication ideas from a course.

In order to assure that the managersparticipating in a managementdevelopment program get the mostout of their learning, she develops ahalf-day module on how to selfmanage their learning process. Themodule is designed to be highlyparticipative and presents the latestfindings about how adults learn.

When asked to develop a career

development program, he develops aprogram that uses participativemethods, learning contracts andcontinuing learning plans.

A writer preparing a self-study manualfor experienced nurses includesaction planning modules at the end ofeach section to assure that thenurses have a formal opportunity torelate the theories to their ownpractices.

Etc.

Computer users complain that thewritten instruction and informationprovided is too confusing. Thelearning specialist reviews themanuals, interviews user reps. Shethen develops a workshop entitled"How to teach adults aboutcomputers", complete with a set ofjob aids for interpreting the manuals.

A teacher or Training & Development

specialist interested in exploring theapplications of a broad range oflearning theories to the educationtraining and development field, invites10 leading learning theorists to befeatured at a one-day seminar. TheEDUCATION TRAINING &DEVELOPMENT specialist identifiesthe issues to be addressed andmoderates and provides commentaryon discussions during the meeting.

Etc.

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The Competency Basic Intermediate Advanced4. A/V Ski ll

Selecting and using audio visualhardware and software.

When asked to provide media supportfor a product information course, heselects overhead transparencies andflip charts as the major visual aidsbecause the content will be frequentlyrevised and delivery sites are onlyequipped with overhead projectorsand easels.

A modification is made in the powersupply of small computersnecessitating a change in themanager-training course. Frominformation supplied by theengineering department, she makesthe appropriate changes to theoverhead masters used in thecompute repair training courses andhas new overhead materialsproducedand distributed to allinstructors.

She can use a power pointpresentation and go backwards and

forwards through the presentation torevise points or answer questions.

Etc.

Given a request for television supportand an outline for a new three lessoncourse on operating a tyre retreadingmachine, sheprepares a shootingplan for the shows and makessuggestions for added visual materialto improve the shows.

When a new two-projectorprogramming device is purchased, heretrays and reprograms all currentsingle projector shows, making minorsoundtrack and slide changes asneeded to revise the shows to thenew format.

After a Division takes over a smallerone, the TRAINING &DEVELOPMENT specialist designsand produces a four-projector showthat portrays the Division's capabilitiesand history.

He can design and produce an

appropriate power point presentationand problem solve any issues arisingfrom the data projector and thepresentation source.

When asked to develop a mediapresentation strategy for a salestraining program which will be sold tocompanies across the country, hedetermines content for visual aids,designs and constructs a videofeedback process, prepares scriptsand supervises the shooting andtaping of a 35mm slide tape supportprogram.

Faced with the need tosimultaneously introduce a new majorproduct she sets communicationsgoals, supervises concept and scriptdevelopment of a multi-projectorpresentation and videotapes in threelanguages, arranges and monitorsproduction, of each presentation.

A manager selectsA/V equipmentfora large new training centre so that thecentre is capable ofsupportingteleconferencing, interactive video,

computer aided instruction and avariety of film, slide and multimedianeeds. He assures that the layout,engineering and loading capability ofthe facility will support advancedequipment.

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Etc.

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5. Career Development Knowledge

Understanding the personal andorganisational issues and practicesrelevant to individual careers.

He develops a simple one-page aid tohelp individuals identify their personalskills, values and career goals.

A management trainee has troubledefining a career path. She helps hersee that it is at least as important tobe able to describe the criteria forselecting jobs as it is to know thecareer moves to plan for in the future.

Etc.

The organisation has adopted upwardmobility policies. He works withgroups of clerical people to help themanalyse skills, life values, goals andto identify possible career paths.

After a major reorganisation, shechanges the company careerinformation bookletto reflect thechanges. She also notes thepotential impact of the changes on

career opportunities in the company.

The TRAINING & DEVELOPMENTmanagerdiscusses career issueswith individuals in her department attheir request. She provides feedbackon how she sees their skills, style andvisibility; guides them through self-assessment and goal setting;recommends resources to use forinformation or development, andprovides various kinds ofdevelopment support.

Etc.

Management has previously given nosupport to an existing careerdevelopment program and activelyresists participating. She evaluatesthe current program against severalstate-of-the-art programsincorporates new career developmentmethods and techniques, andimplements a plan which is acceptedat all levels of management.

Management requests a careerdevelopment strategy proposal thatwill allow people to move laterally andvertically. He identifies the keycompetency requirements of alldepartments and management levelsand recommends a competency-based promotion strategy that willenable people to move acrossdivisions.

In a growing organisation, goals areestablished for succession planningto achieve management continuity.As part of this effort, she develops anassessment centre program whichhelps assess core management skillsand which also includes a career

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planing module which among otherthings, helps participants considerwhether or not they really want tomove up in the organisation, makelateral moves, stay in their current jobor take other career steps.

Etc.

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EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISEThe Competency Basic Intermediate Advanced

6. Coaching, teaching and Training

Understanding the distinction betweencoaching, teaching and training andknowing when one is moreappropriate than the other.

When he is asked he can describethe difference between teaching,coaching and training.

In discussion on coaching she candescribe the indicators of when eachis appropriate.

She uses teaching, coaching andtraining techniques in appropriatesituations.

He can demonstrate the differenttechniques to other training anddevelopment staff.

She can conduct a presentation onteaching, coaching and training totraining managers that is received asauthoritative and well informed.

He plans and organises a strategicprogram for coachingacross alldivisions of an organisation.

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7. Compensation Benefits

Understanding the job evaluationprocess and knowing how to producethe necessary data input for theprocess.

When asked he can describe the jobevaluation process that is used.

She can describe what pieces of dataneed to be providedfor the jobevaluation process.

She can teach other people how thejob evaluation process works.

He can take data that is expressed inan inappropriate way and convert itinto meaningful data.

She is asked to be member of jobevaluation teams.

He understands the distinctionsbetween various job evaluationprocesses and can explain them togroups ofremuneration/communicationmanagers.

She provides advice on the strategicimplications of compensation benefitsprocesses.

He can modify a system to suit anorganisation's requirement.

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8. Competency Identification Skills

Identifying the knowledge and skillrequirements of jobs tasks roles.

When writing a course oninterpersonal skills for ticket agents,he breaks the skills identified in theneeds analysis into smaller units sothey will be easier to present andunderstand.

When asked to help develop aprogram to develop the math skillsrelevant to maintaining a computer,she first reviews the operations

manual and identifies those activitiesthat require math skills.

Etc.

Given a list of competencyrequirements for marketing people ina large retail organisation, shedevelops behavioural examples ofexcellent performance that reliablyand validly demonstrates variouslevels of each competency.

After she reviews the list of tasks anairline pilot must perform, she pointsout the skill and knowledge themes

that cut across tasks.

When a series of new accountingprocedures is introduced to anauditing firm, he reviews theprocesses and works with an auditpartnerto identify the knowledge andskills that the audit-training programmust address to support the change.

Etc.

When asked to help design a careerdevelopment system for theMarketing function, he works withmanagement and marketing expertsto define what performance willcharacterise marketing excellence inthe future. He then helps identify theknowledge and skills that underlieexcellent performance. Thesebecome the basis for subsequentdecisions abut the career program.

A large department that is anticipatingheavy management turnover fromretirement asks the TRAINING &DEVELOPMENT department topropose a strategy for developingmanagers internally. The TRAINING& DEVELOPMENT specialistsassigned to the task interview currentmanagers, review the departmentslong and short range plans, study thesuccessful managers who are mostthought to be models for tomorrow,

and recommend the tencompetencies which will be mostvaluable to the organisation in thefuture.

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When a large sales department isdecentralised and asked to addservice to its responsibilities, theTRAINING & DEVELOPMENTspecialist is asked to help identify the

skills that will be needed. Since thereare no models to study in the existingorganisation, she studies severalother companies whose salesorganisations have similarchallenges, and develops acompetency modelwhich issuccessfully used to hire and developnew sales reps.

Etc.

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9. Computer Competence

Understanding and being able to usecomputers.

After participating in a short trainingcourse about the computer, theinstructorteaches two people how toenter and edit data.

After she has completed a course inthe use of the computer in adulteducation, the writerselects existingsoftware to help her use the computerto provide drill and practice in acourse module.

Etc.

When the media specialist is asked toconvert a traditional classroom courseto a computer-aided course suitablefor individual instruction, she preparessteps and a flow chart for writers touse in preparing the program.

When she is told that the computeranalysis of a set of data is incorrect,the instructorde-bugs the programand teaches the learnerhow tointerpret error messages and thus

save time in the future.

When a teacher is asked to helpidentify the potential uses ofcomputers in their department, hediscusses the long-run costs andbenefits ofcomputer-aidedinstruction, interactive computer videoand computer managed instructioncompared to the other learning modeshis department would use if thecomputer were not available.

Etc.

When management requests acomputer assisted program to teachstrategic planning to executives, theprogram designer designs aninteractive video program where thecomputer-assisted learningcomponents access the company'smarketing and finance database.

When a new computer is madeavailable to the training department, aprogram designerbuilds a relational

database of existing instructionalmaterialand develops a set ofproduction guidelines that can befollowed in the future to easilyincorporate new modules into thesystem.

When asked to evaluate a computer-based training program to trainforemen across the State insupervising a new process, hedevelops computer-aided testingmodules to incorporate in the

program and selects and sets up theuse of a statistical software packageto process the data.

Etc.

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10. Conflict Resolution

Identify the components of conflictand various options that may facilitateresolution.

When asked she can define conflict.

He can describe various options thatmay facilitate conflict resolution.

He can design a session on conflictresolution.

She can conduct a training session onconflict resolution that allows otherpeople to learn some skills.

When she is involved in a meetingwith senior managers, she canimplement successfully some conflictresolution tactics.

He can get implemented anorganisationalpolicy that facilitatesconflict resolution.

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11. Counselling Skill

Helping individuals recognise andunderstand personal needs, values,problems, alternatives and goals.

She uses a career planning kit as anaid in helping an individual who hassought career assistance. Sheempathises with the employee'squandaryand, based on the data frominterest questionnaires, helps theemployee explore a variety of suitablenew career directions.

When helping an employee who hasvoluntarily sought career counselling

and eagerly taken brief assessmentinventory, he refers to theinterpretation grid accompanying theinventory and helps the employeeinterpret her scores.

Etc.

A participant in a leadership programis befuddled by survey feedback hehas gotten from people he asked toassess his leadership style before theprogram. The program facilitatornotices him puzzling over his data,asks if she can help, listens to andacknowledges his concerns and helpshim interpretthe results and decideon a course of action.

During a series of discussions withthe training manager of a largedivision, the consultant finds out themanager's concerns abouttheorganisation and helps her exploreseveral options for trainingdepartment direction.

When counselling with an individualexploring potential career options, thespecialistputs him through a guidedimagery exercise as a way ofgathering data about the individual's

career preferences.

Etc.

When asked to help an angry,shocked fifty year old ex-executivewho has just been fired, the specialistgives him time to vent his feelingsand concerns and then helps channelhis energyinto self-assessment,opportunity search.

When helping a manager who hasreluctantly asked his subordinates tocomplete a feedback questionnaire

on his management practices, thespecialists first helps him analyse andovercome his fears and resistance tothe feedback. Then he reviews thefeedback - helping the managerunderstand and internalise it byasking him to think of critical eventswhich the feedback seems to relateto.

The specialist works with anexecutive who has just completed anassessment centre to help her

develop action; plans for improvingskills and modifying style. Theexecutive is sensitive about theassessment results. The specialisttakes time helping herair her

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concerns and goals, asks for herinterpretation of the results, and helpsset long and short-term goals whichthe executive feels she can andwants to achieve.

Etc.

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12. Cost Benefit Analysis Skill

Assessing alternatives in terms oftheir financial, psychological, andstrategic advantages anddisadvantages.

When asked to compare the costsand benefits of an in-house trainingprogram with the costs and benefits ofa new commercially availableprogram, she notes the similaritiesand differences in objectives of thecourse and calculates the per personcosts of each.

When the training manager reviews aprogram, budget and financial report,he identifies the areas where costs

must be controlled.

A media specialist estimates the costof producing a 30-minute program onvideo. She then recommends filmbecause even though it will be moreexpensive to produce, it will beuseable on existing equipment.

Etc.

During a critical stage of a needsanalysis, he asks a cross-section ofmanagers and technical experts toidentify the areas where technicalperformance is weakest and toidentify the costs to the organisationof those weaknesses. Then hecompiles the results and uses themas a basis for recommending areaswhere training can have the mostimpact.

When asked to advise whether aprogram should be cancelled orcontinued, the specialist reviewsfinancial and evaluation reports,assesses the extent it is achieving itsobjectives, and compares the costwith performance on objectives.

In a major presentation of a newinstructional system, he talks with hisaudience about thepricing ofprograms in light of the benefits thatother companies in their industry

have experienced from earlierversions of the program.

Etc.

As part of her annual report tomanagement about the effectivenessof their department, the managerworks with the department'saccountant to compute the direct andindirect costs ofdepartment-sponsored activities. She thenreviews the data on program impactcollected during and after eachprogram, quantifies that impact basedon existing assumptions about thevalue of different kinds of

behaviour;/attitude change to thecompany and draws conclusionsabout the department's overallcontributions.

A manager who must help quote aprice for developing a new six modulecourse for production supervisors,analyses the costs associated withpreparing a design, developingmaterials, piloting the program,packaging it, training the trainers, and

conducting on-going evaluation. Hecompares these costs with savingsestimates from improved productivityand proposes a course price.

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Etc.

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13. Data Reduction Skill

Scanning, synthesising and drawingconclusions from data.

A program designer reviews thesubject matter available for inclusionin a course on negotiating. Heselects the material, which is mostrelevantto the course objectives andpurpose.

When asked to developimprovements to an existing program,he reads a program evaluation reportand develops clear conclusions about

what needs to be changed.

When asked to identify the bestelectronics course for the company'sneeds, she develops criteria forselecting a program, reviews the twoavailable programs against thecriteria and recommends the coursewhich is the best fit.

Etc.

In order to assess the effectiveness ofa new computer technology course,she interprets text results usingstandardised data provided for acomparable population.

Given data from a follow-upevaluation study of a managementdevelopment program, he scans theinterview and observation data andseparates the changes which are

most likelydue to the influence of theprogram from those which wereprobably caused by other factors.

She sets out to assess theeffectiveness of a sales trainingprogram. She reviews two years ofdata from the organisation's files(reaction sheets, appraisals,development plans, productivity datafrom areas that have and have notparticipated in the training) and usesthis data to prepare a report.

In order to prepare the strategic planfor training and development, themanager reviews a 2,000 pagesummary of ten-year projections. Hethen identifies the ten major newdevelopment issues which most ofthe divisions will face.

When she is asked to interpret theraw data from an ill-designed thee-year study of the effects of entry level

training on performance, she reviewsfactor analyses, correlation data,turnover data and performanceappraisal results and identifies thekey redesign areas makesrecommendations for redesign of theprogram.

Etc.

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14. Delegation Skill

Assigning task responsibility andauthority to others.

She prepares guidelines for pullingdata from a computer printout andasks her secretary to do the data bysynthesis.

He assigns responsibility forconductinga needs assessmentsurvey for the department'ssecretarial staff to his experiencedclerical staff supervisor.

The specialist prepares materials andtrains foreman to conduct a basic firstaid course. Each foreman isdelegated the responsibility forscheduling and teachingbasic first aidto all people on their crews.

Etc.

A manager who does not trust one ofher staff's ability to co-ordinate andmanage projects for the departmentidentifies her reasons for feelinguncomfortable about delegating worktot hat person. She then directlydiscusses her concerns with theemployee and works out an "if thisthen that"plan to progressivelydelegate greater levels of workautonomy.

The managerasks one of histechnical instructors to manage atraining project which includesplanning, organising, testing andmonitoring the work of other technicalinstructors. He discusses the newproject manager's fears and abilitiesand works with him to develop asupport plan for the early stages ofthe project.

A program administratorturns the

responsibility for staging the generalsessions of a conference over to aproduction company - but providesand negotiates very specific qualitycriteria.

A manager who is known for herdesign contributions to the fieldrecognises that she does all the mostexciting design work herself - eventhough her job is to manage tenpeople. She decides to bite the bulletand delegate an attractive designproject to one of her staff.Furthermore, she works with thatperson to develop a quality criteriaand provide support but stays out of

the day-to-day work even though thework style of the designer is quitedifferent than hers.

A manager whose three staff peoplehave varying abilities to proactivelymanage their work develops astrategy for each whereby hedelegates work and then provides thedifferent levels of support appropriatefor each person. His goals - and hetells them so - is to help them becomeprogressively more able to make key

decisions without his approval andreview.

The manager delegates to aspecialist the responsibility for

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Etc.reviewing, assessing and revising thetraining staff. This includes planningand scheduling courses, conductingneeds assessment, recruiting andassigning instructors, marketing,

logistics management and evaluation.She works with the specialisttodevelop clear goals and indicators tomonitor and is direct about herperformance expectations.

Etc.

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15. Facilities Skill

Planning and co-ordinating logistics inan efficient and cost effective manner.

Given a request to secure for aworkshop of 40 people which willrequire four syndicate rooms, thespecialist reviews the workshop'sactivities and determines the roomsizes and equipment required.

Knowing that the physical setting of atraining room affects the learningenvironment, the facilitatorrearrangesa room so that chairs, easels, windowlocation are more supportive of theinformal, open mood she wants toestablish.

He manages the ongoing relationshipwith a hotel whose space is undercontract to be used weekly for thecompany's training. He reviewsspace, equipment, power suppliesand service available to assure theymeet each week's specifications.

Etc.

A conference co-ordinator collectslists of AV needs from speakers andthen selects and manages anequipment vendorto provide all theequipment and technical supportneeded for a 300 person conference.

Using an on-line information service,the training administratorpreparestransportation schedules for 25trainees from across the State whowill attend a local workshop.

In preparation for a two weekconference in a single location wherethe participants will be housed invarious hotels away from theconference site, the co-ordinatorarranges for sleeping rooms and forthe appropriate conference meetingspace and hotel support. He keepsprices within his budget and getsassurances of quality service.

Etc.

Given a rough floor plan of four roomsin existing training facilities, thespecialist reviews projected trainingand related space needs. He thenprepares a design for renovation ofspace that integrates AV, lighting,writing boards and storage. The planmeets budget and "learningatmosphere" requirements.

Faced with immediately adding 650tech service reps to an alreadyoverloaded facility, the specialistrearranges load schedules, rentsadditional housing and arranges mealservice and transportation to permitsmooth absorption of overload.

While working with a major hotelwhich will be the site of a technicaltraining conference, the co-ordinatorsets up the plan for materialsreceiving and storage, power linechanges, room set ups to meetspeaker specifications, meal andbreak logistics and special check inprocedures. She also holds a specialmeeting for the hotel staffexplaining

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who will be in the group and whatquality of service they will expect.

A manager is asked to help designand supervise the construction of a

new training facility. He determineshow the facility will be used over timeand what equipment, learningapproaches and political issues thefaculty must support. Then he co-ordinates budget, staff, architects,contractors and vendors throughoutthe construction.

Etc.

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16. Feedback Skill

Communicating opinions,observations and conclusions suchthat they are understood.

After observing a trainee practice aseries of manual operations, heinforms him that he has accomplishedeach of the major activities listed on atesting checklist.

A writer developing a programmedinstruction module prepares severalparagraphs that willprovide helpfulfeedback to students selecting wronganswers to test questions.

Etc.

Six weeks after a training program,participants have reverted to theirformer practices. Realising thatmanagement and workflow do notsupport the skills taught in theprogram, the specialist meets withmanagement to communicate hisobservations of the situation. Theyagree that a problem exists.

A program designer, remembering

experiences he has had in the pastwhere he has not communicatedcourse objectives and content tothose who will produce his program,meets regularly with those who willdevelop his new program. In thosemeetings he talks about his ideas andgets their questions and ideas. By thetime the program is ready, everyoneis on the same wavelength.

Etc.

When asked by the Senior Executiveof the organisation to give feedbackon his public speaking skills, thespecialist clarifies the criteria he willuse. He then observes the nextspeeches and communicates hisobservations - supported by concreteexamples of what was done and saidin his talks.

A middle manager exhibits scepticism

and challenges assessment centredata. Sheprovides specific, concreteexamples from several assessmentexercises and from her ownobservations outside the centre tosupport the conclusions.

Etc.

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17. Futuring Skill

Projecting trends and visualisingpossible and probable futures andtheir implications.

Presented with an economic forecastfor the next year, he roughlypredictsthe impact on training needs in hisown company.

He is invited to present a session onthe future uses of computer aidedinstruction. He develops scenariosillustrating new application of CAI.

She is asked to review the strategicplan and to recommend the number ofexecutives who will need to bedeveloped to meet the company'sneeds in the next five years. Thespecialist prepares projections basedon succession planning informationand on analysis of the humanresource requirements implied in thestrategic plan.

As part of the Department's strategicplanning process, he helps identifywhat changes in supervisory practicesmay occur in the next five years.Using a list of demographic changesas a starting point, he develops twoscenarios illustrating effectivesupervisory practices now and in fiveyears.

The manager has been invited to be amember of a national advisory boardfor trainers and is asked to chair asub-group on the future of training.He prepares scenarios predictingchanges needed in the competenciesof trainers as a result of trends.

The manager has noticed that herorganisation has a history of beingoverly optimistic in its strategicplanning and frequently has missedcritical employee skill shortages anddramatic shifts in the generalbusiness environment. Shepreparesscenarios of the HR problems thecompany will face if they continue toignore labour projections and thepotential impactof the changing

business environment.

She is asked to write a brief handoutillustrating the implications of brainresearch for adult learning. Shereviews the literature and writes apaper thatpredicts several newdirections that group learning will takebecause of findings from brainresearch.

From a variety of forecasting andfuturing sources, he synthesises anumber of one, five and ten yearscenarios for his company. Thescenarios accurately reflect probabletrends and the critical forces facing

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Etc.the industry as a whole.

Etc.

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18. Government Regulations

Identify what regulations impacttraining and development activities.

He can specify the current regulationsthat impact on training anddevelopment activities.

She knows where to research therelevant Government regulations.

She incorporates consideration ofGovernment regulations in hertraining and development activities.

He can conduct trainingthat explainsthe impact of Government regulationson training and development.

Heprovides advice on whatregulations should be formulatedontraining and development activities.

She is a member of a working partyreviewing Government regulation ontraining and development.

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19. Group Process Skills

Influencing groups to both accomplishtasks and fulfill the needs of theirmembers.

A training group is hard at work in itssecond session when a new memberarrives. The instructorstops the taskwork briefly; ;provides for theintroduction of the member to thegroup, and vice versa; sets up a lateinformal get together process; andquickly orients the new member to theongoing task.

In a large group meeting of peoplewho have successfully worked

together before, he conducts a seriesofgroup involvement exercises andnegotiates a "group contract"for thedirection and goals of the meeting.

In a session where some differentpoints of view are beginning todevelop some negative feelingsamong group participants, heencourages the quiet participants totalk abouttheir right to have a point ofview. The discussion then returns toan open, highly participative one.

Etc.

A line manager asks the specialist towork with her in planning andconducting better staff meetings. Thespecialist observes one meeting,interviews a few staff members andrecommends various means forincreasing group participation that willfit the needs and styles of the groupmembers and typical nature of thetasks.

At the end of a training program, the

specialist senses a reluctance of thegroup to end the strong relationshipsbuilt up. She talks about this with thegroup and allows members to talkabout what the group and individualsin it have meantto them and how theyfeel about leaving it.

In a continually disruptive classroomsituation, he allows the disruptivegroup to air their issues and then ishonest about her expectations andtheir alternatives should they choose

not to co-operate. As a result, thegeneral tension level in the group isreduced.

Etc.

When asked to help a new task forcelearn the skills they will need in orderto work together effectively, thespecialist reviews and models severalapproaches for exploring ideas,reaching consensus and managingconflict in a group.

Having completed the "getacquainted" phase with a new group,he finds that work on the task is beingfrustrated by a battle for control by

three group members who areaccustomed to being group leaders.Understanding what is happening, hestops the task work, helps the groupidentify what is going on, leads themto a resolution of the problem, andgets them back to the task with allparties feeling they have been heardand are committed to proceeding.

Etc.

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20. Human Relations

Knowing what factors affectinterpersonal relations and what canbe done to improve them.

When asked he can describe thefactors that affect interpersonalrelations.

She can define what actions can betaken to improve interpersonalrelations.

She can conduct training sessions onhuman relations.

He demonstrates the actions thatinfluence interpersonal relations.

She designs a questionnaire thatallows people to identify some of theirinterpersonal attitudes.

She organises a training anddevelopment strategy that improvesinterpersonal relations throughout theorganisation.

He identifies that poor interpersonalskills between senior managers isaffecting the success of a project. Heresolves the situation to thesatisfaction of the managers and theprojects objectives.

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21. Industrial Relations

Understanding the distinction betweenformal and informal industrial relationsand their implications.

When he is asked he can defineindustrial relations and the distinctionbetween formal and informal and theirimplications.

She can produce relevant pre-readingmaterial for an industrial relationscourse.

When asked he can describe anindustrial relations manager's job.

When she is asked to prepare atraining session on industrial relationsshe integrates the organisation'sindustrial relations policy into theprogram.

When industrial issues are raised byparticipants during a training program,he resolves the issue satisfactorily.

She is up to date with industrial

relations issues within theorganisation and in the community atlarge.

He plans and organises theintegration of the industrial relationsspecialist into industrial relationstraining programs.

She represents the management innegotiation with unions on trainingand development issues.

He provides advice on training anddevelopment issues to industrial

relations specialists.

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22. Industry Understanding

Knowing the key concepts andvariables that define an industry orsector (eg, critical issues, economicvulnerabilities, measurements,distribution channels, inputs, outputs,information sources).

He describes the major types ofservices currently being offered bycompanies in his area and reviews hisown company's product training tosee if it is up to date in productknowledge for these areas.

In a meeting with administrators, heoverviews trends in equipmentchanges and points out theirimplications for training and

development.

In a discussion with a potential client,he describes the four key factorswhich influence the growth of theirdepartment.

Etc.

After reviewing analyses of ancommentaries on recent legislation,the specialist projects the changesthe legislation will cause. Afterchecking out her assumptions withkey managers in her organisation, sheidentifies the effects the changes willhave on skill requirements.

When preparing an interactive video-based agency orientation program, he

develops a module describing theplace of the organisation in thegovernment system and teachingpeople how public sectororganisations are unique.

Etc.

A consultant develops a proposal todesign a development strategy forsupervisors. The proposal reflects anin-depth knowledge of the issuesfacing the industry in general and inparticular.

From a broad range of industrysources, the specialist identifies fivepossible directions the industry couldtake. The scenarios reflect many

subtle forces facing the industry as awhole.

Etc.

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23. Intellectual Versatility

Recognising, exploring and using abroad range of ideas and practices.Thinking logically and creatively,without undue influence from personalbiases.

After reviewing a new research reportabout audio accompanied computer-based instruction, he decides torewrite one of his training modules tobetter use the media.

When asked to develop a course incounselling skills for a clientdepartment, she explores thepotential applications of severalapproaches and then adopts the best

design even though it is the one sheis least familiar with.

Etc.

He recognises that the changingdemographics and values of his primetraining audience will affect the impactof his programs. Deducing that hemust change his managementdevelopment contentto emphasisemore participative techniques, heincorporates them into his programs,even though his own managementstyle and preferences remain primarilynon-participative.

When presented with competingarguments by staff experts for theappropriate training methodology touse in a key engineering course, heexplores each position for itsstrengths and liabilities and tries tokeep his own preferences for aclassroom based instruction frombiasing his decision

Etc.

During one week, she works withsubject matter experts to developprogram outlines for courses inauditing, counselling and fork liftoperating. She incorporates verydifferent kinds of learning activities asappropriate for each course.

When a management developmentspecialist is asked to prepare adevelopment strategy for the

company's engineers, she spendstime with experts in the engineeringfield and realises that subject matterwill require a different analysis anddesign approach than she has usedfor management development. Shethen works to grasp the key principlesin the field and explore appropriatetraining options.

Faced with client departments whohave drastically cut back in expensesfor training due to recession, the

manager reassesses his manpowerneeds and explores a broad range ofother opportunities. He decides toseek temporary assignments for

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training staff in line departments andto train line managers to deliverseveral basic but staff-consumingprograms even though both decisionswill reduce his department size.

Etc.

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24. Library Skills

Gathering information from printedand other recorded sources.Identifying and using informationspecialists and reference services andaids.

When asked to recommend a film foruse in a conflict management course,the media specialist calls her contactsat a major vendor.

When preparing the annual update ofa "references" section of the courseon adult learning, he asks thecompany information specialist tosecure articles that appear relevant.

After being asked to prepare aresource list for an upcoming "Womenin Management" course, he workswith a library specialist to access acomputer time-sharing file of articles,books and research studies on thetopic.

Etc.

He is responsible for the continuingeducation of accountants and sits athis computer every month topersonally identify new trends andtheir implications for training content.He searches authors, subjects andresources without the help of a libraryexpert.

In order to gather data for video-based case studies and simulations to

be used in an executive developmentprogram, she realises she needsinformation about how othercompanies are handling several keyproblems. She gives all theinstructions a research needs forgathering information from the WallStreet Journal Index, AbstractedBusiness Information Services and anumber of other computer-aidedsearch services.

Etc.

When asked to develop a way toaccess a broad rang eof courses,books, journals and reports andtraining manuals, he sets up aninformational retrieval system whichuses the most up to date libraryscience coding systems.

He is asked to develop a plan forcontinuous updating of a course tohelp scientists know state of the art

research. He asks the technicallibrary to send copies of all articlesand materials, scans an on-lineresearch database for current andprojected issues; initiates and jointlydevelops an ongoing literature searchplan with the head informationscientist.

When asked to do a needs analysishe interviews a cross section ofpeople in and outside theorganisation, formulates six key

questions to research in the literatureand asks a library specialist to gatherarticles, books and computergenerated abstracts of recent articles

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related to the key questions.

Etc.`

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25. Marketing Management

Knowing the various tasks associatedwith marketing and their impact ontraining and development operations.

When asked he can define marketing.

She can describe howmarketingapplies to training and developmentactivities.

She conducts training sessions inmarketing concepts and how they areapplied.

Heprovides training and developmentadvice to marketing specialists.

When developing and introducingnew organisation wide training anddevelopment strategyshe usesmarketing techniques when launchingthe strategy.

He creates a climate within theorganisation that perceives trainingand development as a key factor inthe organisation's marketing strategy.

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26. Model Building Skills

Developing theoretical and practicalframeworks which describes complexideas in understandable, useableways.

When a writer is asked to prepare anarticle explaining how attitudes affectbehaviour, he adapts a four box flowcharthe saw in a psychology text -using it to help him graduallyoverviewthe data for the article.

When a writer is asked to preparematerials for an employeeorganisation program, she creates amap illustrating the major purposes of

each department and how theysupport and interconnect with eachother.

Etc.

When she is asked to develop atraining program for sales reps whichwill address needs and presentcontent identified in a comprehensiveneeds analysis, she organises thedata into units that will make sensefor the learners and develops asimple flow chart illustrating thecourse content. The flow chart iseasy to remember and use.

When he is asked to develop aprocess for introducing andsupporting new programs into theorganisation, he builds a modeldepicting the process flow.

Etc.

After a meeting with researchers whoare investigating how to makecomputers more "friendly" to users,he notes that information anddecision theorists are addressingsome of the same problems that adulteducators face. After a detailsexploration of that field, heproposesa learning model which incorporatesconcepts from information, theory,adult learning theory and other

sources.

After a review of many differentmodels of engineering management,the program designercreates a newmodel which will enable participantsin a course for new technicalmanagers to quickly see andunderstandthe major responsibilitiesof someone of an engineeringmanagement position.

In order to present complex

information about data basedinformation systems to a naveaudience which will have to use it, hedevelops many charts, tables and

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well organised outlines which includeal the important data but organise it ina comprehensive way.

Etc.

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27. Motivating

Knowing the various concepts ofmotivation and when the variousstimuli are appropriate.

When asked, she can describe atleast four theories of motivation.

He can describe how various stimulihave an impact on an individual'smotivation.

He conducts training sessions onmotivation and how the concepts canbe used in modern managementpractice.

She is aware of the latest research inmotivation.

He develops and validates aquestionnaire which helpsrespondents to identify the degree of

influence of various factors on theirmotivation.

She designs a program that motivatesa large group of employers to improvetheir productivity.

The Chief Executive seeks advice onthe motivation of the organisation'semployers and takes positive actionon the advice given.

He is sought after as a speaker onmotivation at conferences and

seminars both inside and outside theorganisation.

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28. Negotiation Skill

Securing win-win agreements whilesuccessfully representing a specialinterest in a decision situation.

She meets with three busy subjectmatter specialists and successfullysecures agreementto hold the nextmeeting within three days.

He wants a group to reduce thenumber of items on its agenda,successfully helps a group prioritiseits actions for a meeting and dropseveral items from its list.

Etc.

On a large contract project wheremost of the program andimplementation guides are complete,but the client has only paid one-thirdof the fees, the client becomes hostileabout a slipped deadline and refusedfurther payment. She finds the keydecision makers, convinces them thatthey share responsibility for theproblems, refocusses on the commongoal and gets approval to proceed.

When two T & Specialists vie for thesame project, the manager suggeststhey negotiate the decision. Theydecide to each list the value of theproject to them and its relationship tothe other assignments. They agree touse these criteria to assign the job tothe person for whom it's the best fit.

A manager has been asked by apersonal friend to relax the promotioncriteria for a particular position so that

he can be promoted into thedepartment. The manager tactfullyexplains why doing this would not bein the best interests of anyone. The

In a program design review withmanagement, management wants toreduce the length of a new programfrom five to two days. She probestheir reasons for wanting to shorten it,reminds them of the needs theprogram has been designed toaddress, points out the advantagesand disadvantages she sees on bothsides and gets support for theprogram length if two of the days are

designed as follow up and occur atleast one month after the first three.

When the company's executivesdecide to implement quality circlescompany wide, they hire an outside"expert" without consulting theirtraining department. The director oftraining meets with several executivesover lunch to discuss this issue andthe department's desire to work onthis effort. After listing thedepartment's capabilities and

describing the need for long termsupport and customisation of theprogram, management agrees to askthe expert to work with the Training

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friend is left agreeing with themanager's position and feeling thathis confidentiality will be respected.

Etc.

Department.

A manager tells the specialist that shewants to use two case studies fromone of the department's management

programs in a staff meeting. Thespecialist does not want to releasethe studies because they constitute amajor portion of a key course. Heasks what the manager wants toachieve and then recommendsanother approach. The alternative isaccepted.

Etc.

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29. Networking

Understanding the concept andbenefits.

When asked he can definenetworking.

She can explain the benefits ofnetworking.

She is a member of an internalnetwork involved in EducationTraining and Development.

When asked sheprovides advice onhow to join and sustain a network.

He is a founding member of anexternal network of senior EducationTraining and Development managers.

She is asked to join various externalnetworks because of the contributionshe makes to successful networks.

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30. Objectives Preparation Skill

Preparing clear statements whichdescribe desired outputs.

Asked by the Personnel Office to "finda film and conduct a 90-minutemeeting for heads of offices onworking with unmotivated workers",the specialist draws on her pastexperience with the topic and drafts aletter which includes a list of whatpeople will learn in this session.

A specialist receives a detailed taskanalysis and knowledge/skill list forone segment of a job. He rewrites the

task statements using the language ofbehavioural objectives prescribed inestablished guidelines.

Etc.

A specialist is asked to help developguidelines for independent learningprojects that will occur as follow-upsto a formal management developmentcourse. She develops designs whichinclude lists of learning objectives foreach module. These objectivesinclude indicators that managers canuse on their own to assess theirprogress.

A specialist who has designed

supervisory training programs beforeis asked to prepare a program to trainnew technical supervisors. He workswith a taskforce of technicalmanagers to identify special issues intechnical supervision and developsobjectives for supervisory skills in thehighly technical environment.

When given a list of clearly definedtasks, their skill requirements and adescription of the typical audience fora new program to train new

technicians, the specialist writesobjectives with observablebehaviours, measurable performancecriteria and a description of conditionsunder which performance will occur

A specialist with little experience inthe technical area is asked to preparea training plan based on a 200-pageneeds analysis report of the trainingneeds for a high technology group.She develops detailed trainingobjectives to pass the review of atechnical advisory board.

As part of a development strategy forauditors he must develop objectivesto guide the developer of course

modules. Realising that manyoutputs of successful auditing workare subjective, he developsobjectives which list a variety ofindicators which can be used tomeasure each objective.

She is asked to design a strategy forupgrading the skills of a decentralisedstaff in a rapidly changing, highlytechnical job. Working with subjectmatter experts and with people whoknow the company's strategy, she

identifies the critical skills which mustbe developed and preparesobjectives for use in on-the-jobtraining.

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on the job.

Etc.

Etc.

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31. Operations Subject Material

Understanding the "operation"functions that are being taught.

She canprovide the requiredoperations subject materialwhenasked.

She knows who to askwhen subjectmaterial is required on operationssubjects.

He is a qualified person in theseoperational subjects.

He can answer problems that areraised by trainees on operationstraining courses.

He designs and implementsoperations training courses.

She is generally recognised as acompetent/experienced person in thesubject.

She is the Training & Developmentadviser on operational traininganddevelopment issues.

When there is a major operationalchange project he is asked for advicebecause of his operations knowledge.

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32. Oral Communication

Knowing the various factors that affectoral communications and what can bedone to improve the effectiveness.

When asked she can define oralcommunications and how they can bemade more effective.

In a meeting he is able to speak in away that people say is easy tounderstand.

He conducts training sessions in howto improve oral communications.

She demonstrates the varioustechniques that can improve oralcommunications.

Other people seek his advice on oralcommunication

She is asked to speak at externalconferences and seminars becauseof her skills in oral communication.

When compared with other speakersat a conference, he is rated as thebest or better than most of the othersat oral communications.

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33. Organisation BehaviourUnderstanding

Seeing organisations as dynamic,political, economic and social systemswhich have multiple goals; using thislarger perspective as a framework forunderstanding and influencing eventsand change.

Preparing a budgeting module for amiddle management elf-studyprogram, she ends the section with aguide to help participants plan howthey will use and introduce the budgettechniques on the job. She offerssuggestions for making changesacceptable and understood in theorganisation.

He is to develop a job aid to train

people in the use of a new company-wide expense voucher format.Knowing that this change will meetsome resistance, he builds in arationale for the change which is likelyto appeal to the needs of its primaryusers.

Etc.

When management asks for help inchanging the organisation culturefrom a reactive to a proactive mode,he helps identify the new knowledge,skills and attitudes required, butstronglypoints out that managementpractices must also change to supportnew employee behaviours.

She notes that although a series ofelectronic workshops is successfully

helping production engineers developskills they need for incorporatingmicroprocessors into new products,the number of products which use thattechnology has not significantlyincreased. She proposes that othergroups in the company may beblocking the new technologyandrecommends the skills trainingprogram be dropped unless thesystem's problems are resolved.

Etc.

After a merger, the training specialistis asked to set up a series of sessionsto help orient the managers to thephilosophy of the new organisation.Through a series of interviews withtop managers, the specialist identifiestheir fears, concerns and hopes anddevelops a program that addresseseach but still has the terminal goal ofgetting acceptance to the newphilosophy.

The specialist is asked to develop atraining program to improveproductivity. Rather than immediatelydeveloping a program, he convinceskey managers thatproductivityimprovement may require somemajor changes in how people work.He proposes to first identifyproductivity problems and then workwith management to design acombined training and organisationchange program.

Etc.

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34. Organisation Understanding

Knowing the strategy, structure,power networks, financial position,systems of a specificorganisation.

Before submitting the departmentbudget, the manageridentifies otherdepartment managers who mustreview it. He discuses the budgetwith them before he proposes it.

She schedules participation in apopular class to assure that eachclass contains supervisors from across section of departments.

Etc.

When asked to identify future careeroptions for professionals in theorganisation, the career specialistcreates several scenarios of futurework. These scenarios take theorganisation's strategy and cultureinto account.

Based on a thorough understandingof the organisation's direction andmajor current challenges, the

manager lists ten major strategicchallenges for the human resourcedevelopment function.

Etc.

She heads a study team to identifyareas for productivity improvement inthe organisation. Her study planreflects an in-depth knowledge ofwhere the greatest opportunities andleverage points are in theorganisation.

In the presentation of a costlyproposal for executive development,the specialist refers to a broad range

of data including financial statements,budgets and strategic plans.

Etc.

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35. Performance Observation Skills

Tracking and describing behavioursand their effects.

At the request of the HumanResource department, he observesthe performance of the company'smail sorters and develops a list of themajor tasks involved in doing that job.

While she is leading a fairly structureddiscussion of a modelling tape, theinstructornotices non-verbal signalsfrom one person that indicates that hedoesn't understand the concept being

discussed. She stops the tape andasks further questions.

In order to determine training needs, aneeds analyst watches an assemblerwork, compares what he does to atime-phased description of the tasksand subtasks, and identifies areaswhich are not being performedaccording to standards.

Etc.

At a manager's request, he spendstwo days watching the manager'steam develop a plan to upgrade thefeed systems on the MX-11B widgetstamper; he writes a report on thegroup's ability to function as a teamand using a standardised rating form,rates and critiques the interpersonalskills of each.

When given a vague list of tasks

which engineering consultants mustperform, a specialist watches severalsuperior performers work and thendefines and identifies observable andmeasurable performance criteria andthe variables which affect jobperformance.

With the permission of a groupundergoing a team building session,she observes the group at work andcompiles a chart showing frequencyof and lines of communication

between various members.

Etc.

In preparation for designing a conflictmanagement program for executives,she observes negotiations betweenrepresentatives of major divisions.She develops an observationrecording system which reliablyidentifies each person's verbal andnon-verbal activityin terms of whotalks to whom, about what and theimpact that it seems to have on themeeting and the individuals included.

In a facilitated negotiation meetingwith ten representatives from labourand management, the specialistidentifies those who seem to acceptthe speaker's point of view, thosewho might accept the speaker's andthose who may never accept thespeaker's point of view. He recordsthe specific behaviours which haveled to his conclusion and uses themas a basis for helping determine thereasons for each position.

Before he prepares a reportdescribing the strengths anddevelopment needs of an executive

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who has just completed a series ofassessment centre activities, reviewswhat the executive did in eachexercise, makes a judgement abouthow appropriate her performance was

in each situation, and identifiespatterns of behaviour across thesituation.

Etc.

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36. Personnel/HR FieldUnderstanding

Understanding issues and practices inother HR areas. (OrganisationDevelopment, Organisation JobDesign, Human Resource Planning,Selection and Staffing, PersonnelResearch and Information Systems,Compensation and Benefits,Employee Assistance, Union/Labour

Relations).

He makes a presentation to a groupof supervisors to explain how theirmission relates to the other missionsof other personnel functions.

He lists the humanresource/personnel-related groupsthat meet frequently in his area. Hekeeps track of and posts the issuesthey address in their meetings.

Etc.

He writes a mission of the departmentwhich shows overlapping concernswith other personnel areas and yetpresents the unique domain oftraining and developmentin theorganisation.

Knowing that new personnelinformation systems will allow muchmore sophisticated cataloguingofdevelopment actions, he talks with the

head of personnel information andasks to helps develop the program forthat application.

Having stayed up-to-date on thestate-of-the-art in performanceappraisal and succession planning, heis able to link several trainingprograms with these practices and torecommend how they can be moremutually supportive.

Etc.

After she reviews the long rangepersonnel needs for the organisationand gathers statistics about skillscurrently available in the organisation,she meets with the managers ofcompensation and employmenttodetermine what each function can doto assure that the right skills areavailable when they are needed.

He chairs and co-ordinates the work

of a task force of managers from theCompensation, Employment,Industrial Relations, PersonnelResearch functions. Their task is todevelop a strategic plan for HumanResources that presents aninterpretation of the direction the HRdepartments will take.

As part of an on-going HR planninggroup, she reviews professionaldevelopment trends affecting a broadrange of HR practices, briefs the

group on more important trends, andwith the group, explores the potentialimpact of the trends on humanresource projects in the immediate

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future.

Etc.

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The Competency Basic Intermediate Advanced37. Policies and Procedures

Knowing the various policies andprocedures that affect education,training and development activities.

He can indicate the current policiesand procedures that affect education,training and development activities.

Sheprovides advice on what policiesneed to be developed.

Heprepares draft policyformanagement consideration.

He is accountable for the preparationof Education Training andDevelopment policies.

She has the responsibility forproviding the interpretation ofeducation training and developmentpolicies in the event of disputedunderstanding.

Managers of Education, Training and

Development and other organisationsseek his advice on policy formulation.

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The Competency Basic Intermediate Advanced38. Presentation Skills

Verbally presenting information suchthat the intended purpose is achieved.

When he is asked to introduce thespeakers in a one-day seminar onindustry trends, he presents personaltitbits which will interest theparticipants and reviews the skillswhich they bring to the session.

While giving a standard lecturereviewing several managementtheories in a course for newsupervisors, hepersonalises the

material with a story from his ownexperience and still covers thematerialin the allotted time.

When asked topresentthe results ofa well-designed training needsanalysis to six branch managers whowant to take action, she gets andkeeps the groups attention bystanding up, reviewing the majorpoints, she will cover and clearlypresenting the data and itsimplications. Her eye contactremains

with the group throughout thepresentation.

Etc.

When he feels nervous early in apresentation to 100 people, he usesdeep breathing, relaxation andvisualisation techniques to helpreduce his tension.

When an instructor notices thatseveral new employees with limitedEnglish-speaking skills are having adifficult time understanding herstandard presentation, she adjusts

the lecture by defining and discussingthe confusing words and by pausingand checking understanding morefrequently.

When asked to make a presentationto manufacturing managers reviewingthe Training and Developmentservices and courses available to thecompany, he works from a wordoutline, customises the presentationto focus on the major needs of thegroup, and responds without

defensiveness to occasionallysceptical questions from theaudience.

Representing Education Training andDevelopment he has been invited topresent his proposal for a major newtraining and evaluation programwhich will be used to developemployees across the state. Heprepares a media assisted review ofthe proposal, uses it to quickly reviewkey points, then spends a goodportion of the meeting listing,discussing and responding to

questions from the group. Hisresponses are clear, address theissues, use language appropriate tothe group and convey confidence andprofessionalism.

When making a ;presentation at anannual conference to a group ofsenior professionals, the specialistmixes graphics, handouts, personalstories and well organisedpresentations of key points. Theattendees rate the presentation as

exceptional in both content anddelivery.

In a very tense meeting of top

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Etc. management to review the issuesbeing raised in a key managementdevelopment program, she uses flipcharts and stories to illustrate keypoints. She skillfully presents the

issues and her recommendations forexecutive action. The audienceacknowledges that the issues shouldbe addressed and agrees to meet in aproblem solving session.

Etc.

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The Competency Basic Intermediate Advanced39. Problem Solving

Know the rational thinking processesthat assist problem solving.

When asked he can describe the fourmajor processes that are used withinthe organisation.

She conducts training sessions inrational problem solving processes.

He demonstrates the use of problemsolving techniques.

He achieves a situation where itbecomes an organisational policythatthe rational problem solvingprocesses are used.

Sheprovides process consultingservices to senior managers wantingto apply the processes.

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The Competency Basic Intermediate Advanced40. Questioning Skill

Gathering information from andstimulating insight in individuals andgroups through he use of interviews,questionnaires and other probingmethods.

Working with an out-of-dateoperations manual and aknowledgable terminal operator, heinterviews the operator and gathersenough information to update themanual.

She follows an interview outline togather demographic data aboutpotential users of training anddevelopment services.

In order to determine their level ofsatisfaction from attending anorientation session, he draws from alist of prepared questions to interviewparticipants individually as a group.

Etc.

A specialist who is trainingsupervisors in interviewing skillsstresses the importance of usingreflective skills like empathising andactive listening, in order to helpinterviewees disclose informationduring the interviews.

He develops a set of self-analysisquestionnaires to help people in acareer exploration program discover

their own needs, goals, interests andcapabilities.

Etc.

After the release of three well-likedforemen because of policy violations,she is asked to evaluate the trainingprogram which communicatescompany direction and philosophy.As part of the evaluation, she designsa questionnaire which captures thetrue feelings of the workers eventhough they are reluctant to expressany opinions to management or thetraining department itself.

In preparation for designing amaintenance course for a newcomputer system the last stages ofdevelopment, the specialist questionsreluctant design engineers, andtaciturn quality control specialists tofind out what the procedures will bewhen the product is released threemonths hence. The specialist getsenough accurate information to helpthe writers prepare the manuals.

During a key segment of a trainingprogram, the specialist sensesserious resentment in the audience.Using carefully phrased probing

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questions he draws from the groupthe underlying reasons for theirattitude and is able to diffuse thesituation.

Etc.

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The Competency Basic Intermediate Advanced41. Records Management Skill

Storing data in easily retrievable form.

She maintains attendance andcontinuing education unit records forparticipants in al training programsand, following establishedprocedures, prepares monthly reportsfor each unit.

He establishes an AV trainingmaterials resource centre for trainingdepartment staff. The servicesinclude cataloguing and indexing

current and new acquisitions.

Etc.

When asked to design an inventorysystem for equipment scheduling andmaintenance, she identifiesinformation required and designs asystem for gathering and storinginformation. She then trains thedepartment administrative assistant toorganise information for reporting andscheduling purposes.

After participating in an external

information management seminar, heoutlines the pros and cons ofautomated information storage andretrieval systems for his departmentand briefs training peers at a monthlystaff meeting.

He works with the word processor toestablish methods for entering andretrieving a list of job tasks for asupervisory training program.

Etc.

She develops recommendations toupgrade and automate the Training &Development department's recordmanagement system so that periodicreports on cost effectiveness andattendance can be developed andused in planning and in reports tomanagement.

He, working with the data processingdepartment, develops a framework

for storing and retrieving data from anextensive task analysis of theorganisation. The data is known tohave far reaching implications inidentifying training needs, and accessto the information in readily useableforms is vital to the trainingdepartment.

Etc.

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The Competency Basic Intermediate Advanced42. Recruitment Selection

Know the organisation policies onselection/recruitment.

When asked he can describe theorganisation's policies onselection/recruitment.

She is asked to serve as a panelmemberon selection panels.

He conducts training sessions onrecruitment and selection.

His advice is soughton improvementsto the organisation'srecruitment/selection policies.

She is asked to speak at externalseminars/conferences on recruitmentand selection.

He hasproduced papers/articles onrecruitment that have been publishedin personnel/training journals.

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The Competency Basic Intermediate Advanced43. Relationship Versatility

Adjusting behaviour in order toestablish relationships across a broadrange of people and groups.

During the few minutes before asession where participants fromseveral different organisation units willdiscuss what needs to be done tosupport the use of important newskills on the job, he greets eachperson at the door and begins tomake them comfortable about beingthere.

Realising that a difference of opinion

exists between two groups and thatone group is more defensive abou

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