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The
Trainer's Journey To Competence Tools,
Assessments and Models by
Jean Barbazette |
Table
of Contents
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Why is this topic important? |
The
training industry is “abuzz” with renewed conversations about
competencies and certification. Some in the training industry
are describing workplace learning and performance as the direction
for the training profession. While these conversations are
interesting, what trainers really do is identify skill deficiencies
by assessing needs and providing training, where appropriate, to
increase a worker’s skills and meet business needs. This
direction has been serving our industry well for the thirty-five
years I’ve been in it and should continue in that direction.
The conversations about competencies have been going on for more
many years. Every five years one of many professional
associations gathers a team of experts to research training
competencies. Rarely has the final step been taken to
establish a certification program to encourage trainers to develop
and prove competence.
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What
can you achieve with this book?
This book draws on over thirty-five years of experience in training
trainers by The Training Clinic. The
Training Clinic’s core business is to train subject matter experts to
become trainers, as well as course designers, facilitators, training
managers and training coordinators. It
identifies real world competencies for those who staff a training
function. Trainers,
facilitators, training coaches, course designers, training coordinators,
and training managers can use this book to easily assess their skills and
create a professional development plan to improve their skill, competence
and affect business results. This
is the only work to address competencies for training coordinators.
Organizations can use these competencies to develop their own
internal training certification programs.
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How
is this book organized |
Each chapter begins with objectives about what can be achieved
by completing the chapter. To
help the reader preview a chapter, assessment questions are listed that
will be answered within the chapter. Most
chapters contain extensive checklists, tools, forms and templates that can
be printed and customized from an accompanying CD.
Competency
model checklists are provided that show results or output for both basic
and advanced levels of proficiency in each competency.
Following the competency model checklist, individual competencies
are described and list the supporting knowledge, skills and attitudes
needed to demonstrate that competency at both basic and advanced levels of
proficiency.
The book can be read cover-to-cover, or the reader can select
specific chapters based on a specific interest or individual training
role. The basic and advanced
competencies presented in this book describe successful behaviors of
training and development professionals.
The chapters are organized around familiar training and development
roles: training manager, training coordinator, course designer and
trainer. Each chapter also
discusses emerging titles and roles for training and development
professionals.
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Purpose
This book will help the reader identify basic and advanced
competencies for a variety of roles performed in the training function.
Assessment checklists measure current basic and advanced skill
levels and create a professional development plan to develop incomplete or
missing knowledge, skills and attitudes.
How to develop incomplete or missing competencies is addressed in
later books that are a part of the “Skilled Trainer Series.”
Organizations can use the competencies to develop an internal
certificate program for the continuing development of their training
staff.
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Product
description
Nine chapters provide an overview of the training function as well
as training function roles, including basic and advanced competencies for
those who work in these roles. Competencies
are then described, and the reader is invited to assess personal skills
and create an individual professional development plan.
Each chapter has rich assessments, tools and templates for personal
use. A resource section and
bibliography are included at the end of this book.
Suggestions for how to create an internal certification program
from the competencies are also included in chapter 8 for those who staff
the training function. |
Chapter 1: What is a
training function?
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Purpose of a training function |
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Centralized and decentralized training functions |
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Roles for those
who staff a training function |
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Training managers
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Training coordinators
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Course designers
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Trainers, instructors, facilitators, and coaches
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Full-time and part-time personnel |
Chapter 4: Competencies
for the Facilitator or Coach
1.
Build a relationship
2.
Provide information
3.
Facilitate development
4.
Confront when necessary
5.
Deal with change
Chapter 8: Being a
department of one
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Sort priorities |
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Make a training plan |
Chapter Tools:
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Department of one checklist |
Chapter 9: How to develop internal certificate
programs using real-world competencies
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List the reasons to develop a certificate program in your
organization |
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Distinguish benefits of internal and external certifying
authorities |
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Identify the difference between certificates and
certification |
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Learn how to use developed competencies to plan a
certificate program |
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Learn how to demonstrate competence, understanding versus
performing |
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Plan how to introduce training competencies in the
organization |
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Learn how to use competencies, self, peer and supervisory
assessments |
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Develop feedback and development processes |
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Gain agreement on a certificate program |
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Identify cautions about using certificate programs |
Chapter tools:
Resources
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Sample competency assessments and development plans |
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Glossary |
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Bibliography |
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About the Author |
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Index |
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How to use the CD-ROM |
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