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1 A COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD
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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 µbehavioural¶ examples which illustrate a basic,intermediate and advanced level of competence. These competenciesare based on research that was conducted by the American Institute of Training and Development in the 1970¶s. The research conclusions werebased on responses from 8,000 people. This model has many applications including course design for teachers, trainin g &

development staff, staff development criteria and career path planning.I have also provided an industrial example where this model wasapplied.

References:Models f or Excellence, 1983. R epeated in 1987. A study commissioned by Amer ican Society of 

Training Development and project managed by Patr icia McLagan. Published by ASTD press. It was 

also well covered in Gilley and Eggland, 1989. Pr inciples of Human R esour ce Development, Addison-

Wesley Publishing.

A Competency model for people working in the f ield of Education,

Training and Development.

BackgroundWhen I was the Manager of Training and Development for the Transport

Authorities in Victoria for ten years in the 1980¶s I has about 150 full -time andpart-time education and training staff. One of t he issues that was a concern tome was their own education and training and using what criteria. I discoveredthat in the mid eighties the American Institute of Training and Developmenthas surveyed 8,000 people in the Education and Training and developmen tfield and produced a book on competencies. I used their work as a basis for arecruitment and development program for the Victorian State TransportAuthorities. In re-visiting my own work I also tried to locate the original source

but without any success to date.Model

The following model describes the knowledge/skill areas that have beenidentified as important for excellent performance in the Education, Trainingand Development field.

There are 52 competencies in this model:

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3. Adult learning understanding «knowing how adults acquire and useknowledge, skills, attitudes. Understanding individual differences inlearning;

4. AV skill «selecting and using audio/visual hardware and software;5. Career development knowledge«understanding the personal and

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

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

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

requirements of jobs, tasks & roles.9. Computer competence«understanding and being able to use computers;10.Conflict resolution«identify the components of conflict and various options

that may facilitation resolution;11.Counselling skill «helping individuals recognise and understand personal

needs, values, problems, alternatives and goals;12.Cost benefit analysis skill «assessing alternatives in terms of their 

financial, psychological and strategic advantages and disadvantages;

13.Data reduction skill «scanning, synthesising and drawing conclusions fromdata;

14.Delegation skill «assigning task responsibility and authority to others;15.Facilities skill «planning and coordinating logistics in an efficient and cost

effective manner;16.Feedback skill «communication opinions, observations and conclusions

such that they are understood;17.Futuring skill «projecting trends and visualising possible and probably

futures and their implications;18.Government regulations«identify what regulations impact training anddevelopment activities;

19.Group process skill «influencing groups to both accomplish tasks and fulfilthe needs of their members;

20.Human Relations«Knowing what factors affect interpersonal relations andwhat can be done to improve them.

21.Industrial Relations«Understanding the distinctions between formal andinformal industrial relations and their implications.

22.Industry Understanding«Knowing the key concepts and variables thatdefine an industry or sector (eg, critical issues, economic vulnerabilities,measurements, distribution channels, inputs, outputs, informationsources).

23. Intellectual Versatility«Recognising, exploring and using a broad range of ideas and practices. Thinking logically and creatively without undue

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27.Motivating«Knowing the concepts of motivation and when the variousstimuli are appropriate.

28.Negotiation Skill«Securing win-win agreements while successfullyrepresenting a special interest in a decision situation.

29.Networking«Understanding the concept and benefits.30.Objectives Preparation Skill«Preparing clear statements which describe

desired outputs.31.Operations Subject Material«Understanding the operations functions that

are being taught.32.Oral Communication«Knowing the various factors that affect oral

communicating and what can be done to improve the effectiveness.

33.Organisation Behaviour Understanding«Seeing 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 Understanding«Knowing the strategy, structure, power 

networks, financial position, systems of a specific organisation.35.Performance Observation Skills«Tracking and describing behaviours an d

their effects.

36.Personnel/HR Field Understanding«Understanding 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 Procedures«Knowing the various policies and procedures thataffect training and development activities.

38.Presentation Skills«Verbally presenting information such that the

intended purpose is achieved.39.Problem Solving«Know the rational thinking processes that assistproblem solving.

40.Questioning Skill«Knowing how adults acquire and use knowledge, skills,attitudes. Understanding individual differences in learning.

41.Records Management Skill«Storing data in easily retrievable form.42.Recruitment Selection«Know the organisation policies on

selection/recruitment.43.Relationship Versatility«Adjusting behaviour in order to establish

relationships across a broad range of people and groups.44.Research Skills«Selecting, developing and using methodologies,

statistical and data collection techniques for a formal inquiry.45.Social Legislation«Know what social legislation has impact on training

and development activities and the appropriate actions.46.Specialised Specific Subject Material«Having the necessary skills and

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49.Education, Training and Development TechniquesUnderstanding«Knowing the techniques and methods used in education

and training; understanding their appropriate uses.50.Technical Subject Material«Understanding the technical function s that are

being taught.51.Organisation specific subject material«Understanding the organisation

specific functions that are being taught.52.Writing Skills«Preparing written material which follows generally accepted

rules of style and form, is appropriate for the audience, creative andaccomplishes its intended purposes.

Commentary

In 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/competencie s matrix the staff were asked toindicate what competencies they believed they were accountable for 

achieving in their current position. They were also asked to assess their current level of competence in each µessential¶ and µdesired¶ 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 exceptioneveryone either assessed their current levels of competency correctly or theywere µharsh¶ on themselves and assessed it lower than it actually was.

When looking at the competencies some people have said to me that theybelieved that any teacher, trainer, instructor could put the view that theyshould be competent in all of the competencies. If all of the staff werecompetent in all of the competencies that would be µnice¶ but not necessaryand it has some significant industrial implications. If all of the staff werecompetent in all of the competencies then they all would have a µwork value¶case and have some expectation that they would all be paid at the same level.Conclusion

Many people will have ideas about what additional competencies could or 

should be added and I hope that is the case as I would like to see further research into this concept and its application; and this model would also beuseful as a source for further academic research.It is a model based on a significant number of respondents and as such is auseful model for use in a number of ways. The applications can include:recruitment, selection, development and separation. For further information

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Australia 2795Tel: 02 63384639E-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 verbal communication she candescribe the ways in which

listening can be made moreeffective.

When asked she can identify  

when active listening principlesare being used.

When engaged in aconversation he uses theappropriate active listening 

techniques.

He can conduct trainingsessions on active listening.

Given a project involvingverbal communication trainingshe reviews the literature onactive listening and prepares apaper on the training and the

resolution of any associatedproblems.

Involved in a meting withsenior managers he canencourage effective listeningin a way that is welcomed bythe group.

She can train other trainers in

how to teach effectivelistening.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

2. Administration 

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

Given a program to run hecompletes the required administration tasks

associated with the course.

She can resolve any concerns 

about any of the administrationdetails.

He can identify where specific tasks may be simplified.

He reviews the administration

procedures being used andorganises for improvements tobe implemented.

She is conversant with new administration methodology 

and implements it when it isappropriate.

She produces new

administration policies for theorganisation.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

3. Adult Learning Understanding  

Knowing how adults acquire and use

knowledge, skills, and attitudes.Understanding individual differencesin learning.

When preparing visuals for apresentation, he assures that thereare no more than five to seven points

on each slide.

Knowing that support and review areimportant after a learning experience,she implements a series of follow-up

brochures that review key points and application ideas from a course.

In order to assure that the managersparticipating in a managementdevelopment program get the most

out of their learning, she develops ahalf-day module on how to self manage their learning process. Themodule is designed to be highly participative and presents the latest

findings about how adults learn.

When asked to develop a career development program, he develops aprogram that uses participative

methods, learning contracts and continuing learning plans.

A writer preparing a self-studymanual for experienced nursesincludes action planning modules atthe end of each section to assurethat the nurses have a formal opportunity to relate the theories totheir own practices.

Etc.

Computer users complain that thewritten instruction and informationprovided is too confusing. The

learning specialist reviews themanuals, interviews user reps. Shethen develops a workshop entitled "How to teach adults about computers", complete with a set of 

job aids for interpreting the manuals.

A teacher or Training & Developmentspecialist interested in exploring theapplications of a broad range of 

learning theories to the educationtraining and development field,invites 10 leading learning theorists to be featured at a one-day seminar.The EDUCATION TRAINING &DEVELOPMENT specialist identifiesthe issues to be addressed and moderates and providescommentary on discussions during the meeting.

Etc.

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support advanced equipment.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

5. Career Development Knowledge 

Understanding the personal and

organisational issues and practicesrelevant to individual careers. 

He develops a simple one-page aidto help individuals identify their personal skills, values and career 

goals.

A management trainee has troubledefining a career path. She helpsher see that it is at least as important 

to be able to describe the criteria for selecting jobs as it is to know thecareer moves to plan for in the future.

Etc.

The organisation has adoptedupward mobility policies. He workswith groups of clerical people to help

them analyse skills, life values, goalsand to identify possible career paths.

After a major reorganisation, shechanges the company career 

information booklet to reflect thechanges. She also notes thepotential impact of the changes oncareer opportunities in the company.

The TRAINING & DEVELOPMENTmanager discusses career issueswith individuals in her department at their request. She provides feedbackon how she sees their skills, styleand visibility; guides them throughself-assessment and goal setting;recommends resources to use for information or development, andprovides various kinds of 

development support.

Etc.

Management has previously givenno support to an existing career development program and actively

resists participating. She evaluatesthe current program against several state-of-the-art programsincorporates new career development methods and 

techniques, and implements a planwhich is accepted at all levels of management.

Management requests a career 

development strategy proposal thatwill allow people to move laterallyand vertically. He identifies the keycompetency requirements of alldepartments and management levelsand recommends a competency-based promotion strategy that will enable people to move acrossdivisions.

In a growing organisation, goals areestablished for succession planningto achieve management continuity.As part of this effort, she developsan assessment centre programwhich helps assess coremanagement skills and which also

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includes a career planing modulewhich among other things, helpsparticipants consider whether or not they really want to move up in theorganisation, make lateral moves,stay in their current job or take other career steps.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

6. Coaching, teaching and Training  

Understanding the distinctionbetween coaching, teaching andtraining and knowing when one ismore appropriate 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 and training techniques in appropriatesituations.

He can demonstrate the different techniques 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 strategic program for coaching across alldivisions of an organisation.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

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 provided for 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 it into meaningful data.

She is asked to be member of jobevaluation teams.

He understands the distinctionsbetween various job evaluation

processes and can explain them togroups of remuneration/communicationmanagers.

She provides advice on the strategic implications of compensationbenefits processes.

He can modify a system to suit an

organisation's requirement.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

8. Competency Identification Skills 

Identifying the knowledge and skill

requirements of jobs tasks roles.

When writing a course oninterpersonal skills for ticket agents,he breaks the skills identified in the

needs analysis into smaller units sothey will be easier to present andunderstand.

When asked to help develop a

program to develop the math skillsrelevant to maintaining a computer,she first reviews the operationsmanual and identifies those activitiesthat require math skills.

Etc.

Given a list of competencyrequirements for marketing people ina large retail organisation, she

develops behavioural examples of excellent performance that reliably and validly demonstrates variouslevels of each competency.

After she reviews the list of tasks anairline pilot must perform, she pointsout the skill and knowledge themesthat cut across tasks.

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

Etc.

When asked to help design a career development system for theMarketing function, he works with

management and marketing expertsto define what performance willcharacterise marketing excellence inthe future. He then helps identify theknowledge and skills that underlie

excellent performance. Thesebecome the basis for subsequentdecisions abut the career program.

A large department that is

anticipating heavy managementturnover from retirement asks theTRAINING & DEVELOPMENTdepartment to propose a strategy for developing managers internally. TheTRAINING & DEVELOPMENTspecialists assigned to the taskinterview current managers, reviewthe departments long and shortrange plans, study the successful

managers who are most thought tobe models for tomorrow, andrecommend the ten competencieswhich will be most valuable to theorganisation in the future.

When a large sales department is

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decentralised and asked to addservice to its responsibilities, theTRAINING & DEVELOPMENTspecialist is asked to help identify theskills that will be needed. Sincethere are no models to study in theexisting organisation, she studiesseveral other companies whosesales organisations have similar 

challenges, and develops acompetency model which issuccessfully used to hire anddevelop new sales reps.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

9. Computer Competence 

Understanding and being able to usecomputers.

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

After she has completed a course inthe use of the computer in adulteducation, the writer selects existing software to help her use thecomputer to provide drill and practicein a course module.

Etc.

When the media specialist is askedto convert a traditional classroomcourse to a computer-aided course suitable for individual instruction, she

prepares steps and a flow chart for writers to use in preparing theprogram.

When she is told that the computer analysis of a set of data is incorrect,the instructor de-bugs the program and teaches the learner how tointerpret error messages and thussave time in the future.

When a teacher is asked to helpidentify the potential uses of computers in their department, hediscusses the long-run costs andbenefits of computer-aided instruction, interactive computer video and computer managed instruction compared to the other 

learning modes his department would

use if the computer were notavailable.

Etc.

When management requests acomputer assisted program to teachstrategic planning to executives, theprogram designer designs an

interactive video program where thecomputer-assisted learning components access the company'smarketing and finance database.

When a new computer is madeavailable to the training department,a program designer builds arelational database of existing instructional material and develops a

set of production guidelines that canbe followed in the future to easily incorporate new modules into thesystem.

When asked to evaluate a computer-based training program to trainforemen across the State insupervising a new process, he

develops computer-aided testing 

modules to incorporate in theprogram and selects and sets up theuse of a statistical software packageto process the data.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

10. Conflict Resolution 

Identify the components of conflict

and various options that mayfacilitate resolution.

When asked she can define conflict.

He can describe various options that

may facilitate conflict resolution.

He can design a session on conflictresolution.

She can conduct a training sessionon conflict resolution that allowsother people to learn some skills.

When she is involved in a meetingwith senior managers, she canimplement successfully some conflict 

resolution tactics.

He can get implemented anorganisational policy that facilitatesconflict resolution.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

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'squandary and, based on the datafrom interest questionnaires, helpsthe employee explore a variety of suitable new career directions.

When helping an employee who hasvoluntarily sought career counsellingand 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 beforethe program. The program facilitator notices him puzzling over his data,asks if she can help, listens to and acknowledges his concerns and 

helps him interpret the results anddecide on a course of action.

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

When counselling with an individualexploring potential career options,the specialist puts him through aguided imagery exercise as a way of 

gathering data about the individual'scareer preferences.

Etc.

When asked to help an angry,shocked fifty year old ex-executivewho has just been fired, thespecialist gives him time to vent hisfeelings and concerns and thenhelps channel his energy into self-assessment, opportunity search.

When helping a manager who hasreluctantly asked his subordinates tocomplete a feedback questionnaireon his management practices, thespecialists first helps him analyseand overcome his fears and resistance to the feedback. Then hereviews the feedback - helping themanager understand and internaliseit by asking him to think of criticalevents which the feedback seems torelate to.

The specialist works with anexecutive who has just completed an

assessment centre to help her develop action; plans for improvingskills and modifying style. Theexecutive is sensitive about theassessment results. The specialisttakes time helping her air her concerns and goals, asks for her 

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interpretation of the results, and helps set long and short-term goalswhich the executive feels she canand wants to achieve.

Etc.

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Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

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 most relevant to the course objectives andpurpose.

When asked to develop

improvements to an existingprogram, he reads a programevaluation report and develops clear conclusions about what needs to bechanged.

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

Etc.

In order to assess the effectivenessof a new computer technologycourse, she interprets text resultsusing standardised data provided for a comparable population.

Given data from a follow-upevaluation study of a management

development program, he scans theinterview and observation data and separates the changes which aremost likely due 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 of data from the organisation's files(reaction sheets, appraisals,development plans, productivity datafrom areas that have and have not participated 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 new development issues which most of the divisions will face.

When she is asked to interpret theraw data from an ill-designed thee-year study of the effects of entrylevel training on performance, shereviews factor analyses, correlationdata, turnover data and performanceappraisal results and identifies thekey redesign areas makesrecommendations for redesign of theprogram.

Etc.

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Etc. the training staff. This includesplanning and scheduling courses,conducting needs assessment,recruiting and assigning instructors,marketing, logistics managementand evaluation. She works with thespecialist to develop clear goals andindicators to monitor and is directabout her performance expectations.

Etc.

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special meeting for the hotel staff explaining who will be in the groupand what quality of service they willexpect.

A manager is asked to help designand supervise the construction of anew training facility. He determineshow the facility will be used over timeand what equipment, learning 

approaches and political issues thefaculty must support. Then he co-ordinates budget, staff, architects,contractors and vendors throughout the construction.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

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 hasaccomplished each of the major activities listed on a testing checklist.

A writer developing a programmedinstruction module prepares severalparagraphs that will provide helpful feedback to students selecting wrong answers to test questions.

Etc.

Six weeks after a training program,participants have reverted to their former 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, rememberingexperiences he has had in the pastwhere he has not communicated course objectives and content tothose who will produce his program,meets regularly with those who will develop his new program. In thosemeetings he talks about his ideasand gets their questions and ideas.By the time the program is ready,everyone is 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 exhibitsscepticism and challengesassessment centre data. Sheprovides specific, concrete examplesfrom several assessment exercisesand from her own observationsoutside the centre to support theconclusions.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

17. Futuring Skill  

Projecting trends and visualisingpossible and probable futures andtheir implications.

Presented with an economic forecastfor the next year, he roughly predictsthe 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 of executives who will need to bedeveloped to meet the company'sneeds in the next five years. Thespecialist prepares projections based on 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 supervisorypractices may occur in the next fiveyears. Using a list of demographicchanges as a starting point, hedevelops two scenarios illustrating effective supervisory practices now and in five years.

The manager has been invited to bea member of a national advisoryboard for trainers and is asked tochair a sub-group on the future of training. He prepares scenariospredicting changes needed in thecompetencies of trainers as a result

The manager has noticed that her organisation has a history of beingoverly optimistic in its strategicplanning and frequently has missedcritical employee skill shortages anddramatic shifts in the generalbusiness environment. Sheprepares scenarios of the HR problems the company will face if they continue to ignore labour projections and the potential impact of the changing businessenvironment.

She is asked to write a brief handoutillustrating the implications of brainresearch for adult learning. Shereviews the literature and writes apaper that predicts several new directions that group learning will take because of findings from brainresearch.

From a variety of forecasting andfuturing sources, he synthesises anumber of one, five and ten year scenarios for his company. Thescenarios accurately reflect probable

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of trends.

Etc.

trends and the critical forces facingthe industry as a whole.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

18. Government Regulations 

Identify what regulations impacttraining and development activities.

He can specify the current regulations that impact on trainingand development activities.

She knows where to research therelevant Government regulations.

She incorporates consideration of Government regulations in her training and development activities.

He can conduct training that explainsthe impact of Governmentregulations on training anddevelopment.

He provides advice on what regulations should be formulated ontraining and development activities.

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

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

21. Industrial Relations 

Understanding the distinction

between formal and informalindustrial relations and their implications.

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

their implications.

She can produce relevant pre-reading material for an industrialrelations course.

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

When she is asked to prepare atraining session on industrialrelations she integrates the

organisation's industrial relationspolicy into the program.

When industrial issues are raised byparticipants during a trainingprogram, he resolves the issuesatisfactorily.

She is up to date with industrialrelations issues within the

organisation and in the community atlarge.

He plans and organises theintegration of the industrial relationsspecialist into industrial relations

training programs.

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

He provides advice on training anddevelopment issues to industrialrelations specialists.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

22. Industry Understanding  

Knowing the key concepts and

variables that define an industry or sector (eg, critical issues, economicvulnerabilities, measurements,distribution channels, inputs, outputs,information sources).

He describes the major types of services currently being offered by companies in his area and reviews

his own company's product trainingto see if it is up to date in productknowledge for these areas.

In a meeting with administrators, heoverviews trends in equipment changes and points out their implications for training anddevelopment.

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

Etc.

After reviewing analyses of ancommentaries on recent legislation,the specialist projects the changes

the legislation will cause. After checking out her assumptions withkey managers in her organisation,she identifies the effects the changeswill have on skill requirements.

When preparing an interactive video-based agency orientation program,he develops a module describing theplace of the organisation in the

government system and teaching people how public sector organisations are unique.

Etc.

A consultant develops a proposal todesign a development strategy for supervisors. The proposal reflects

an in-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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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

23. Intellectual Versatility  

Recognising, exploring and using a

broad range of ideas and practices.Thinking logically and creatively,without undue influence frompersonal biases.

After reviewing a new research report about audio accompanied computer-based instruction, he decides to

rewrite 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 several approaches and then adopts the bestdesign even though it is the one sheis least familiar with.

Etc.

He recognises that the changingdemographics and values of hisprime training audience will affect the

impact of his programs. Deducing that he must change hismanagement development content toemphasise more participativetechniques, he incorporates theminto his programs, even though hisown management style andpreferences remain primarily non-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 in

auditing, counselling and fork lift operating. She incorporates very different kinds of learning activitiesas appropriate for each course.

When a management developmentspecialist is asked to prepare adevelopment strategy for thecompany's engineers, she spendstime with experts in the engineering

field and realises that subject matter will require a different analysis and design approach than she has used for management development. Shethen works to grasp the key principles in the field and exploreappropriate training options.

Faced with client departments whohave drastically cut back in

expenses for training due torecession, the manager reassesseshis manpower needs and explores abroad range of other opportunities.He decides to seek temporary

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assignments for training staff in linedepartments and to train linemanagers to deliver several basicbut staff-consuming programs eventhough both decisions will reduce hisdepartment size.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

24. Library Skills 

Gathering information from printed

and other recorded sources.Identifying and using informationspecialists and reference servicesand aids.

When asked to recommend a film for use in a conflict management course,the media specialist calls her 

contacts at a major vendor.

When preparing the annual update of a "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

"Women in Management" course, heworks with a library specialist toaccess a computer time-sharing fileof articles, books and researchstudies on the topic.

Etc.

He is responsible for the continuingeducation of accountants and sits athis computer every month to

personally identify new trends andtheir implications for training content.He searches authors, subjects and resources without the help of a library expert.

In order to gather data for video-based case studies and simulationsto be used in an executivedevelopment program, she realises

she needs information about howother companies are handlingseveral key problems. She gives allthe instructions a research needs for gathering information from the Wall Street Journal Index, Abstracted Business 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 and

training manuals, he sets up aninformational retrieval system whichuses the most up to date libraryscience coding systems.

He is asked to develop a plan for continuous updating of a course tohelp scientists know state of the artresearch. He asks the technicallibrary to send copies of all articles

and materials, scans an on-lineresearch database for current andprojected issues; initiates and jointlydevelops an ongoing literaturesearch plan with the headinformation scientist.

When asked to do a needs analysishe interviews a cross section of people in and outside the

organisation, formulates six keyquestions to research in the literatureand asks a library specialist to gather articles, books and computer generated abstracts of recent articles

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related to the key questions.

Etc.`

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

25. Marketing Management  

Knowing the various tasks

associated with marketing and their impact on training and developmentoperations.

When asked he can definemarketing.

She can describe how marketingapplies to training and developmentactivities.

She conducts training sessions inmarketing concepts and how they areapplied.

He provides training and development advice to marketingspecialists.

When developing and introducing new organisation wide training and development strategy she uses

marketing techniques whenlaunching the strategy.

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

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

26. Model Building Skills 

Developing theoretical and practical

frameworks which describes complexideas in understandable, useableways.

When a writer is asked to prepare anarticle explaining how attitudes affectbehaviour, he adapts a four box flow 

chart he saw in a psychology text -using it to help him gradually overview the data for the article.

When a writer is asked to preparematerials for an employeeorganisation program, she creates amap illustrating the major purposesof each department and how theysupport and interconnect with each

other.

Etc.

When she is asked to develop atraining program for sales reps whichwill address needs and present

content 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 and

supporting new programs into theorganisation, he builds a model depicting the process flow.

Etc.

After a meeting with researcherswho are investigating how to makecomputers more "friendly" to users,

he notes that information anddecision theorists are addressingsome of the same problems thatadult educators face. After a detailsexploration of that field, he proposesa learning model which incorporatesconcepts from information, theory,adult learning theory and other sources.

After a review of many differentmodels of engineering management,the program designer creates a new model which will enable participantsin a course for new technicalmanagers to quickly see and understand the major responsibilitiesof someone of an engineeringmanagement position.

In order to present complexinformation about data basedinformation systems to a naïveaudience 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 in a comprehensive way.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

27. Motivating  

Knowing the various concepts of 

motivation 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 management

practice.

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 their motivation.

She designs a program thatmotivates a large group of employersto improve their 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 andseminars both inside and outside theorganisation.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

28. Negotiation Skill  

Securing win-win agreements while

successfully representing a specialinterest in a decision situation.

She meets with three busy subjectmatter specialists and successfully secures agreement to hold the next

meeting 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 becomeshostile about a slipped deadline andrefused further payment. She findsthe key decision makers, convincesthem that they share responsibility for the problems, refocusses on thecommon goal and gets approval toproceed.

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 agreeto use these criteria to assign the jobto the person for whom it's the best fit.

A manager has been asked by apersonal friend to relax the promotioncriteria for a particular position sothat he can be promoted into thedepartment. The manager tactfully

In a program design review withmanagement, management wants toreduce the length of a new program

from five to two days. She probestheir reasons for wanting to shortenit, 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 aredesigned 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 their training department. The director of training meets with severalexecutives over lunch to discuss thisissue and the department's desire towork on this effort. After listing the

department's capabilities and describing the need for long termsupport and customisation of theprogram, management agrees to ask the expert to work with the Training 

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explains why doing this would not bein the best interests of anyone. Thefriend is left agreeing with themanager's position and feeling that his confidentiality will be respected.

Etc.

Department.

A manager tells the specialist thatshe wants to use two case studiesfrom one of the department'smanagement programs in a staff meeting. The specialist does not want to release the studies becausethey constitute a major portion of akey course. He asks what the

manager wants to achieve and thenrecommends another approach. Thealternative is accepted.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

29. Networking  

Understanding the concept and

benefits.

When asked he can definenetworking.

She can explain the benefits of networking.

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

When asked she provides 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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will occur on the job.

Etc.Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

31. Operations Subject Material  

Understanding the "operation"

functions that are being taught.

She can provide the required operations subject material whenasked.

She knows who to ask when 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 training anddevelopment issues.

When there is a major operationalchange project he is asked for advice because of his operationsknowledge.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

32. Oral Communication 

Knowing the various factors that

affect oral communications and whatcan be done to improve theeffectiveness.

When asked she can define oral communications and how they canbe made 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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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

33. Organisation Behaviour Understanding  

Seeing organisations as dynamic,political, economic and socialsystems which have multiple goals;using this larger perspective as aframework for understanding andinfluencing events and change.

Preparing a budgeting module for amiddle management elf-studyprogram, she ends the section with a

guide to help participants plan howthey will use and introduce thebudget techniques on the job. Sheoffers suggestions for making changes acceptable and understood in the organisation.

He is to develop a job aid to trainpeople 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 islikely to appeal to the needs of itsprimary users.

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, butstrongly points out that management practices must also change tosupport new employee behaviours.

She notes that although a series of electronic workshops is successfullyhelping production engineers developskills they need for incorporating

microprocessors into new products,the number of products which usethat technology has not significantlyincreased. She proposes that other groups in the company may beblocking the new technology andrecommends 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 sessions to help orient the managers

to the philosophy of the neworganisation. Through a series of interviews with top managers, thespecialist identifies their fears,concerns and hopes and develops aprogram that addresses each but still has the terminal goal of getting acceptance to the new philosophy.

The specialist is asked to develop a

training program to improveproductivity. Rather thanimmediately developing a program,he convinces key managers thatproductivity improvement may require some major changes in howpeople work. He proposes to firstidentify productivity problems andthen work with management todesign a combined training and 

organisation change program.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

34. Organisation Understanding  

Knowing the strategy, structure,

power networks, financial position,systems of a specific organisation.

Before submitting the departmentbudget, the manager identifies other department managers who must 

review 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 career options for professionals in theorganisation, the career specialist

creates several scenarios of futurework. These scenarios take theorganisation's strategy and cultureinto account.

Based on a thorough understanding of the organisation's direction and major current challenges, themanager lists ten major strategicchallenges for the human resource

development function.

Etc.

She heads a study team to identifyareas for productivity improvement inthe organisation. Her study plan

reflects an in-depth knowledge of where the greatest opportunities and leverage points are in theorganisation.

In the presentation of a costlyproposal for executive development,the specialist refers to a broad rangeof data including financial statements, budgets and strategic 

plans.

Etc.

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development needs of an executivewho has just completed a series of assessment centre activities, reviewswhat the executive did in eachexercise, makes a judgement abouthow appropriate her performancewas in each situation, and identifiespatterns of behaviour across thesituation.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

36. Personnel/HR Field Understanding  

Understanding issues and practicesin other 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 their mission relates to the other missions

of 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 thedepartment which shows overlapping concerns with other personnel areas

and yet presents the unique domainof training and development in theorganisation.

Knowing that new personnel information systems will allow muchmore sophisticated cataloguing of development actions, he talks withthe head of personnel informationand asks to helps develop the

program for that application.

Having stayed up-to-date on thestate-of-the-art in performanceappraisal and succession planning,he is 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 skills

currently available in theorganisation, she meets with themanagers of compensation and employment to determine what eachfunction can do to assure that theright skills are available when theyare needed.

He chairs and co-ordinates the work of a task force of managers from the

Compensation, Employment,Industrial Relations, Personnel Research functions. Their task is todevelop a strategic plan for HumanResources that presents aninterpretation of the direction the HR departments will take.

As part of an on-going HR planninggroup, she reviews professional 

development trends affecting abroad range of HR practices, briefsthe group on more important trends,and with the group, explores thepotential impact of the trends on

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human resource projects in theimmediate future.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

37. Policies and Procedures 

Knowing the various policies and

procedures that affect education,training and development activities.

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

She provides advice on what policiesneed to be developed.

He prepares draft policy for management consideration.

He is accountable for the preparationof Education Training and Development policies.

She has the responsibility for providing the interpretation of education training and development policies in the event of disputedunderstanding.

Managers of Education, Trainingand Development and other organisations seek his advice on

policy formulation.

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Etc. management to review the issuesbeing raised in a key managementdevelopment program, she uses flipcharts and stories to illustrate key points. She skillfully presents theissues and her recommendations for executive action. The audienceacknowledges that the issues shouldbe addressed and agrees to meet ina problem solving session.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

39. Problem Solving  

Know the rational thinking processes

that assist problem solving.

When asked he can describe the four major 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 it becomes an organisational policy that the rational problem solving

processes are used.

She provides process consulting services to senior managers wantingto apply the processes.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

40. Questioning Skill  

Gathering information from and

stimulating insight in individuals andgroups through he use of interviews,questionnaires and other probingmethods.

Working with an out-of-dateoperations manual and aknowledgable terminal operator, he

interviews 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 of 

satisfaction from attending anorientation session, he draws from alist of prepared questions to interview participants individually as a group.

Etc.

A specialist who is trainingsupervisors in interviewing skillsstresses the importance of using

reflective skills like empathising and active 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 training

program which communicatescompany direction and philosophy.As part of the evaluation, shedesigns a questionnaire whichcaptures the true feelings of theworkers even though they arereluctant to express any opinions tomanagement or the trainingdepartment itself.

In preparation for designing amaintenance course for a newcomputer system the last stages of development, the specialistquestions reluctant designengineers, and taciturn quality control specialists to find out what the procedures will be when theproduct is released three monthshence. The specialist gets enough

accurate information to help thewriters prepare the manuals.

During a key segment of a trainingprogram, the specialist senses

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serious resentment in the audience.

Using carefully phrased probing questions he draws from the groupthe underlying reasons for their attitude and is able to diffuse thesituation.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

41. Records Management Skill  

Storing data in easily retrievableform.

She maintains attendance and continuing education unit records for participants in al training programsand, following establishedprocedures, prepares monthlyreports for 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 storing information. She then trains thedepartment administrative assistantto organise information for reportingand scheduling purposes.

After participating in an externalinformation management seminar, heoutlines the pros and cons of 

automated information storage and retrieval systems for his departmentand briefs training peers at a monthlystaff meeting.

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

Etc.

She develops recommendations toupgrade and automate the Training & Development department's record management 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 froman extensive task analysis of the

organisation. The data is known tohave far reaching implications inidentifying training needs, andaccess to the information in readily useable forms is vital to the trainingdepartment.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

42. 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 panel member on selection panels.

He conducts training sessions onrecruitment and selection.

His advice is sought onimprovements to the organisation'srecruitment/selection policies.

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

He has produced papers/articles onrecruitment that have been published in personnel/training journals.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

43. Relationship Versatility  

Adjusting behaviour in order toestablish relationships across abroad range of people and groups.

During the few minutes before asession where participants fromseveral different organisation unitswill discuss 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 opinionexists between two groups and thatone group is more defensive aboutits position, she shifts to a listening mode and spends time letting thedefensive group air its frustrations.

Etc.

After working with a group of repair people in a training class, where thecourse satisfaction ratings were high,he begins to identify needs for amanagement development program.He gets excited about the potentialprogram and tries to shorten the timeline for introducing it.

When working with a group of newtrainers who are hesitant to takeresponsibility for their own learningand who prefer that the facilitator take a directive stance in leadingclass sessions, he begins where they are by taking a directive position,then gradually moves to a non-directive style as participants gainconfidence and competence.

Etc.

Management has decided toreorganise and has placed apreviously line managementcontrolled training program under theauthority of the training department.He involves the line manager inestablishing quality control procedures and personally consultshim throughout the transition. Themanager becomes a key supporter of the new structure.

During the development of anexecutive development plan where alarge percentage of top managementis anti-training, she implements astrategy of meeting formally and informally with key executives todiscuss their concerns and visionsfor the organisation. The executivesultimately provide a budget to fund amajor new development initiative.

During a 5-week executivedevelopment course in which 3 participants present are initiallyunwilling to disclose their needs or ideas, he builds a relationship with

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each individual and is even asked to

help them develop consensus onmajor problems that come up for discussion during the program.

Etc.

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questionnaires, analyses project 

failures over time and measuresclimate/attitude changes for all keygroups. The design wins honourablemention in a key research journal.

He develops a plan for a three year evaluation of the organisation'straining series for executives. Hedevelops an evaluation strategy which tracks behaviour change,

participant reactions to programsand which compares programcontent with the organisation's goalsand strategic priorities and strategicweaknesses.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

45. Social Legislation 

Know what social legislation hasimpact on training, developmentactivities and the appropriate actions.

He knows what social legislation hasbeen approved that has training anddevelopment implications.

She can describe what are the

appropriate actions to conform to thesocial legislation.

She integrates social legislationconsiderations into her training programs.

He conducts training on the

implications/obligations of the sociallegislation

He is invited to be a member of external committees involved indrafting social legislationrecommendations.

Her advice on the impact/obligationsof social legislation is sought by senior managers of the organisation.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

46. Specialised Specific Subject Material  

Having the necessary skills andknowledge for the presentation of therequired training (that is not"operational", "trade" or "technical".

He conducts training in the specificsubject.

She prepares lesson plans for thetraining that clearly demonstrates her understanding of the subjectmaterial.

He conducts research into thesubject and producesrecommendations on the training.

When asked, she answers traineesproblems about the subject material.

She is generally acknowledged as asubject expert and she is the personwho is most often thought of, whenauthority's advice is sought.

He provides advice to training staff who are conducting training coursesin the specific subject.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

47. Team Building  

Knowing that factors inhibit teameffectiveness and what can be done

to promote teamwork.

When asked she describe the factorsthat inhibit team effectiveness.

He demonstrates the techniques of 

team building.

She conducts training sessions onteam building.

He demonstrates the techniques of 

team building.

The senior executive is concernedabout some of her work team'seffectiveness and asks the specialistfor his advice on some organisation

strategies.

He uses team building techniques toimprove the effectiveness of a teamof senior managers of which he is amember.

She has written articles on teambuilding which have been published in personnel training journals.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

48. Training and Development Field understanding  

Knowing the technological, social,

economic, professional andregulatory issues in the field;understanding the role TRAINING &DEVELOPMENT plays in helpingindividuals learn for current andfuture jobs.

He regularly reads and refers toarticles in the TRAINING &DEVELOPMENT Journal and Training Magazine.

She notices an increase in thearticles and talks dealing with theapplication of Human ResourceAccounting practices to Education,Training and Development andbegins to learn about HRA before itbecomes an issue in hisorganisation.

Etc.

She makes a presentation to her manager which shows how her trainthe trainer programs incorporateadvanced training techniques.

Based on her attendance at several annual conferences and her broad reading about what is happening inthe field, she notes and discussesthe implementations of a trendtoward learning designs where thelearner takes more responsibility for the objectives and for applicationdecisions.

Etc.

He is asked to justify why thefunction should not be eliminateddue to declining financial resourcesand increasing numbers of qualified

potential employees. The manager  describes the range of contributionsthat training and development canmake to organisations in difficulttimes and convinces the organisationto retain the function.

She leads a conference session onissues and trends in the field. Theaudience consists of trainingmanagers of large companies.

Etc.

THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

49. Training and Development Techniques Understanding  

Knowing the techniques and

methods used in training;understanding their appropriate uses.

In a presentation of self-studysupervisory development program,he describes advantages and disadvantages of programmed 

instruction for this situation.

In a presentation for new trainers,she develops a list of commonly used training and development techniquesand the advantages and disadvantages of each.

Etc.

As a result of a hiring freeze, hereviews the training techniques usedthroughout all divisions andsubsidiaries in the organisation.

After studying course records andresearch findings, he develops a setof recommendations which indicate:(1) which courses must have a liveinstructor using group interactionstechniques; (2) which courses couldeasily be converted to a materials-based, self instructional format; (3)which should remain as they are.

A lecture-based course has onlybeen partially successful, althoughthe content is accurate and completefor participant needs. She reviewsthe attitude and interest problemsand proposes 6 other ways thematerial could be more successfully presented.

Because an off-the-shelf trainingpackage includes case studies whichdo not quite fit the company'ssituation, he recommends several alternatives to the case modules,

She must develop a 9 module self-study program on drugs and effects.She sees her task as clearlypresenting - in depth - a great deal of 

information, but also keeping theaudience interested. She developsand uses a format that incorporatesgraphics, space, summaries, caseexamples, diagrams and short but clearly written essays. Retentionrates are 90% after the pilot.

He is preparing a guidebook for useas an aid in designing training anddevelopment programs, and writes adescription of 100 techniques used to help adults learn.

In Producing a multi-course programto train technicians, he designs aprogram which incorporatesassessment, computer-aided instruction, workshops, mentoring projects, simulations, interactivevideo, field trips, case studies and role plays.

Each technique is selected because

including role plays demonstrations of its leverage in helping achieve

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including role plays, demonstrations,

participant development cases,guided imagery and other methods.

Etc.

of its leverage in helping achieve

program objectives.

Etc.

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

51. Trade subject Material  

Understanding the trade functionsthat are being taught.

She is a qualified trades person inthis area.

He can provide the required trade

subject material.

She knows where to research subject material.

He can answer problems that areraised by trainers.

She plans and implements trade

training lessons.

He is generally recognised as acompetent/experienced person in thissubject.

She has won organisational awardsfor trade competence.

She is a member of an external tradetraining advisory body.

He is recognised in the community 

as a competent/experienced personin this trade.

She has won major prizes innational/international competitions of trade competence.

THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

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THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD

EXAMPLE BEHAVIOUR ILLUSTRATING LEVELS OF EXPERTISE

The Competency Basic Intermediate Advanced

52. Writing Skills 

Preparing written material whichfollows generally accepted rules of style and form, is appropriate for the

audience, creative and accomplishesits intended purposes.

When he is asked to edit a shortmanual written by a professionalwriter, he makes changes to assurethe text conforms to generallyaccepted rules of grammar,

punctuation and style.

Given a general content outlines, a

design, objectives and rough draft,he writes the script for a straight forward 10 minute slide and tapeprogram about current issues.

She rewrites the benefits section of aprogram brochure to make it more

relevant to the expected audienceneeds.

Etc.

When given a topical outline, hecreates a coherent, precise and concise essay for course backgroundreading.

Given a design, objectives, contentand audience description for acourse and asked to write the student

guide, she develops an approachwhich the audience will findinteresting, uses words familiar to theaudience, and includes examplesand stories to illustrate key points.The pilot test shows interest andattention levels to be high.

Given a vague idea, he writes thetreatment, script and storyboard for an AV presentation.

Etc.

Given content outline, referencematerials and a helpful subjectmatter expert, she writes branching programmed instruction materialsthat maintain reader interest and 

involvement.

She writes a research report which

proposes several new practices for the Education, Training &Development field. A leadingApplied Research Journal accepts itwith minor revisions.

He writes a proposal to develop an

expensive instructional system for anout of town client. The proposal isthe only information that line andstaff managers in the client groupreview in making their decision. Theproposal is accepted with thecomment "You clearlycommunicated our needs, thepurpose and advantages of your program, and why we should work

with you".

Etc.

Appendix II Industrial application

Basic Description of Job Titles/Incumbent Requirements

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Assistant Training Officer - Operational 

This position is essentially a position that is a transitional position from that of an operational instructor to that of a training officer. The classification of thejob would be no different but the person appointed to this position will havedemonstrated the interest and potential to acquire the necessary skills inneeds analysis course design and presentation that would make them eligible

for consideration for a training officer's position. If the person did notdemonstrate the necessary progress within 18 months, they would revert tobeing an instructor.

Assistant Training Officer - General 

This position is essentially a position that is a transitional position to that of atraining officer. The classification of the job reflects an opportunity todemonstrate the ability to move from Trade, Operational and Technicaltraining positions. The person appointed to this position will havedemonstrated their interest and potential to acquire the necessary skills inneeds analysis course design and presentation that would make them eligiblefor consideration for a training officer position. If the person did notdemonstrate the necessary progress within 18 months they would revert totheir previous position. One of the distinctions of this position compa red to theother assistant training officer position is the ability to conceptualise andconduct training in abstract areas as well as concrete.

Assistant Technical Training Officer  

This position is essentially a position that is a transitional position from that of a technical instructor to that of a Training Officer.

The classification of the job would be no different but the person appointed tothis position will have demonstrated the interest and potential to acquire the

necessary skills in needs analysis, course design and presentation that wouldmake them eligible for consideration for a training officer's position. If theperson did not demonstrate the necessary progress within 18 months theywould revert to being an instructor.

high level of competence in the skills necessary for their senior trainingofficers, they would also need skills in supervision and management, ieplanning, organising, leading and controlling.

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General Training Officer  

This job is concerned with the presentation of material to which the personhas contributed an input greater than 30% of content and methodology wherethe content can be anything that this position is directed to present. Thecomplexity is greater for the general training position for the very reason of itsgeneral nature, ie, there are no clear parameters as to what they should andshould not be directed to present. The incumbent will need to have good

training process skills to be appointed to this position with the ability to presentabstract as well as concrete material.

Senior Operational Training Officer 

This job is concerned with presentation of material for which this position isheld accountable, for both the content and metho dology, and also probably for the supervision of other training staff presenting their material. The incumbentwill have been a training officer operational who has very good skills in needs

analysis, course design, presentation and supervision of other t raining staff.

Senior Technical Training Officer 

This job is concerned with presentation of material for which this position isheld accountable, for both the content and methodology, and also probably for the supervision of either training staff presenting their material. Theincumbent will have been a training officer technical who has very good skills

in needs analysis, course design, presentation and supervision of other training staff.

Senior General Training Officer  

This job is concerned with presentation of material to which the person hascontributed in input greater than 60% of content methodology andpresentation for which on a day-to-day basis is held accountable. This

position would require more than 12 months experience at a level equivalentto a training officer general. The incumbents would need a very good trainingprocess skills with good results having been achieved in needs analysis andcourse design. The supervisory skills to head other training sta ff may also benecessary.

on the application of management skills and concepts. The incumbents wouldhave excellent training process skills and achieved a level of experience andskills that their advice is sought is highly valued. Successful supervisoryexperience may be necessary.

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Instructor specific 

This job is concerned with the presentation of material that is pre-determinedby other people and is narrow in its field and does not give the trainees manyoptions. Examples could be first aid instructor.

Operations Instructors 

This job is concerned with the preparation of material that is pre -determinedby other people and the subject material is concerned with operational tasks.Examples could be guards' instructors, shunters instructors. The incumbentswill probably require various operational qualifications.

Trade Instructors 

This job is concerned with the presentation of material that is largely pre -determined by other people and the subject material is trade based. Anexample could be trade teachers for apprentices. The incumbents wouldneed to be qualified tradesmen.

Technical Instructor 

This job is concerned with the presentation of material that is largely pre -determined by other people and the subject material are trade based but the

trainees are mostly qualified technicians. An example could be an instructor of diesel maintenance.

Operations Training Officer  

This job is concerned with the presentation of material to which this personhas contributed a significant input, ie more that 50% of content andmethodology concerned with operational tasks training. Examples could be

trainers of Station Officers and Station Masters in station accounts. Theincumbents will have been an operational instructor who has increased their skills in needs analysis, course design and presentation.

Technical Training Officer

Senior Operations Instructor  

This position is essentially a supervising position. It will not exist in alloperational areas but only where there is a requirement fo r a supervisor of a

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number of instructors in a specific area. The incumbent will have been anoperations instructor who has demonstrated not only competence ininstructing and the necessary operations skills and knowledge, but also insupervision. The incumbents will require various operations qualifications. Anexample could be Senior Operations Instructor (shunters).

Senior Trade Instructor  

This position is essentially a supervising position. It will not exist in all tradeareas but only where there is a requirement for a supervisor of a number of instructors in a specific area. The incumbent will have been a trade instructor who has demonstrated not only competence in instructing at the necessarylevels of trade skills and knowledge but also in sup ervision.

The incumbents will require trade qualifications. An example would be Senior Trade Instructor (fitting and turning).

Senior Technical Instructor  

This position is essentially a supervising position. It will not exist in all areasbut only where there is a requirement for a supervisor of a number of instructors in a specific area. The incumbent will have been either a trade or technical instructor who has demonstrated not only competence in instructingat the necessary levels of technical skills and knowledge but also insupervision. The incumbent will require trade/technical qualifications. An

example will be Senior Technical Instructor (Diesel Maintenance).

ROLES/COMPETENCIES MATRIX

This chart illustrations the level of expertise required in each competency area. Competencies are listed alphabetically. No attempt has been made to listrelative importance.

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COMPETING RATING KEYE = Essential to the correct performance of the positionD = Desirable in the correct performance of t he position

Princ.TrngOff.

MgtSkillsAdvis

Snr.Gen.Train'g

Off.

Snr.Tech.Train'g

Off.

Snr.Op.Train'g

Off.

Gen.Train'gOff.

Techn.Train'gOff.

Oper.Train'gOff.

Snr.TechInstr.

Snr.TradeInstr.

Snr.Oper.Instr.

Assist.Gen.Train'g

Off.

Assist.Tech.Train'g

Off.

Assist.Oper.Train'g

Off.

Techn.Instr.

TradeInstr.

Oper.Instr.

Instr.Spec.

Active Listening E E E E E E E E E E E E E E E E E E

Administration D D E E E E E E E E E E E E D D E D

Adult Learning Und. E E E E E E E E E E E E E E E E E EAV Skills E E E E E E E E E E E E E E E E E E

Career Development Know. E D D D E D NIL E NIL NIL E NIL NIL D NIL NIL D NIL

Coaching & Training E E E E NIL D E NIL E D NIL NIL E NIL E D NIL NIL

Compensation Benefits D D E NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Competence Ident. E E E E E E E E D D E D D D NIL NIL NIL NIL

Computer Comp. E D D E E D E D D D D D D D E D D NIL

Conflict Resolution E E E E E D D D E E E D D D D D D D

Counselling Skill E E D D E D NIL NIL NIL E E NIL NIL NIL NIL D NIL NIL

Cost/Benefit Analysis D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Data Reduction E E E E E D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Delegation Skill E NIL NIL E E NIL NIL NIL E E E NIL NIL NIL NIL NIL NIL NIL

Facilities Skills E E E E E E E E E E E E E E E E E EFeedback Skill E E E E E E E E E E E E E E E E E E

Futuring Skill E D E E E D NIL NIL NIL NIL D NIL NIL NIL NIL NIL NIL NIL

Government Regulation E D D E E NIL E E E E E NIL E E E E E E

Group Process Skill E E E E E E E E E E E E E E E E E E

Human Relations E E E E E E E E E E E E E E E E E E

Industrial Relations E E E NIL NIL D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Industry Und. D E D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Intellectual Vers. E E E E E D D D D NIL D NIL NIL NIL NIL NIL NIL NIL

Library Skill E E E E E E D D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

Marketing Management NIL D D NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL

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