Vous êtes sur la page 1sur 11

Sherma Edwards

DETT 621 Section, 9040

Sherma Edwards
DETT 621 Section, 9040
September 27, 2015
Self- Assessment
ASTD Competencies for the Training and Development Profession

Sherma Edwards
DETT 621 Section, 9040

Introduction
According to Arneson, Rothwell and Naughton (2013), the ASTD Competency Study is
essentially used as a guide for understanding and using the ASTD Competency Model; however,
today it is also referred to as the ATD Competency Model (ATD, 2015). This model is
predominantly used as a theoretical framework and is considered to be quite a valuable resource
for the training and development professionals as they try to remain current and relevant in the
field and successful in future endeavors (Arneson, Rothwell, & Naughton et al., 2013). The ATD
Competency Model emphasizes the foundational competencies that are important to everyone
in the field and specific areas of expertize (AOEs) which are the specialized knowledge and
actions required by specific roles (ATD, 2015, para.3). The six foundational competencies
include business skills, global mindset, industry knowledge, interpersonal skills, personal skills
and technology literacy (Arneson et al., 2013). The functional competencies are specific to the
talent development profession and exemplifies ten areas of expertise that include change
management, performance management, instructional design, training delivery, learning
technologies, evaluating learning impact, managing learning programs, integrated talent
management, coaching and knowledge management (ATD, 2015, para.3).
The competency proficiency scale that will be used in this paper are the following: not
applicable (NA) or no experience, entry, intermediate or expert level. This paper will provide an
analysis of my current personal or professional competencies. I will also identify my professional
development needs that I must acquire in hopes of meeting the competencies necessary for
achieving my career goals of becoming a valuable asset to a management team. This
management team will be responsible for managing learning programs within a higher education

Sherma Edwards
DETT 621 Section, 9040

institution and my goal is to become successful after completing the Master of Distance
Education degree with a specialization in Policy and Management.
Competency Proficiency Scale
The proficiency scale is an instrument used to measure ones ability to demonstrate a
competency on the job (NIH, 2015). The four levels of competency that will be used in this
paper are the following: NA or no experience, entry level, intermediate level and expert level.

NA or no experience: Defined as lacking the necessary training, competency and

experience in the field or area of expertise (NIH, 2015).


Entry level: Means that I have very basic knowledge to perform the task at hand.
Intermediate level: I can perform the job with little or no experience.
Expert level: I do not need any supervision and can get the job done with the best of my
abilities.
Business Skills

Illustration 1
Competency Proficiency Scale in Business Skills
Skills
Analyze needs and propose solutions
Apply business skills
Drive results
Plan and implement assignments
Think strategically
Innovative

Competency Level
Entry level
Entry level
Entry level
Entry level
Entry level
Entry level

According to Arneson et al. (2013), business skills do include the concepts listed above
and are the skills needed for any professional to become successful in the workplace. Analyzing
needs and proposing solutions is defined as understanding consumers needs and business related
issues while trying to strategically address any present and future problems. Applying business
skills means understanding the business strategies within the organization, its key metrics and

Sherma Edwards
DETT 621 Section, 9040

financial goals or obligations (Arneson et al. 2013). Driving results means being able to identify
room for improvement and setting appropriate goals related to training and development
solutions( Arneson et al. 2013).
To plan and implement assignments deals with creating action plans and being able to
meet these assignments in a timely manner, while thinking strategically focuses on both internal
and external factors that may affect development and training (Arneson et al. 2013). Being
innovative enforces the use of new resources and tools in order to uphold advanced training and
development (Arneson et al. 2013). I have entry-level work experience in this area of Business
Skills because I currently work in academia and my program of study in management and policy
allows me to gain additional knowledge in the classroom. I have taken both OMDE 606- Costs
and Economics of Distance Education & E-Learning and DEPM 622- The Business of Distance
Education & E-Learning. In hopes of closing the skill gap for this section of the Competency
Model, my goal is to complete my masters of distance education program in the near future.
Once I have succeeded I will also look for promotions within my current institution or better job
opportunities at other organizations. If this doesnt work then I will get involved in an internship
and continue to network.
Plan for Closing the Skills Gaps in Business Skills
3 months

Graduate from the MDE program and look for

6 months
1 year or more

internships and promotional job opportunities


Take additional business related courses
Learn new methods for applying new skills
Global Mindset

Illustration 2
Competency Proficiency Scale in Global Market

Sherma Edwards
DETT 621 Section, 9040
Skills
Accommodate cultural differences
Convey respect for the different perspectives
Expand own awareness
Adapt behavior to accommodate others
Champion diversity
Leverage diverse contributions

Competency Level
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate

Global Mindset promotes the capabilities of working effectively with individuals from
different generations, cultures and diverse backgrounds (Arneson et al. 2013). Not only have I
worked in-group assignments with my peers who reside all over the world, but I am also from a
foreign country and value the importance of working effectively across cultures. I took DEPM
625- Distance Education, Globalization and Development in a previous semester. Workplace
diversity promotes varied viewpoints or pool of talents and organizational productivity. I work
with various ethnicities at my current and previous jobs, and I communicate with students of
different age groups on a daily basis from across the globe. My exposure has taught me that there
are many benefits to having a global mindset and open to diversity. My action plan for closing
this skill gap is to become certified in the profession and take necessary training and
development courses as I grow in the field.
Industry Knowledge
Illustration 3
Competency Proficiency Scale in Industry Knowledge
Skills
Maintain own professional knowledge
Keep abreast of industry changes and trends
Build industry sector knowledge

Competency Level
Intermediate
Intermediate
Intermediate

Industry Knowledge encourages an individual to assess information on current and


emerging trends and develop methods to help maintain knowledge of other industries by training

Sherma Edwards
DETT 621 Section, 9040

and development (Arneson et al. 2013). Because I am an active employee, student and learner in
the field, I stay abreast in the industry. Both OMDE 610- Teaching and Learning in Online
Distance Education and OMDE 601- Foundation of Distance Education & E-Learning helped
with developing my industry knowledge. I am always engaged in learning activities in and out
the workplace and I am in the right direction to developing my knowledge skills successfully
because I know learning is a process.
Plan for Closing the Gaps in Industry Knowledge
3 months

Graduate from the MDE program and look for

6 months

internships and promotional job opportunities


Take additional field related courses and
continue to network. Training and development
courses as needed.
Learn new methods for applying new skills

1 year or more

Interpersonal Skills
Illustration 4
Competency Proficiency Scale in Interpersonal Skills
Skills
Build trust
Communicate effectively
Influence stakeholders
Network and partner
Demonstrate emotional intelligence

Competency Level
Intermediate
Intermediate
Intermediate
Intermediate
Intermediate

Interpersonal Skills include the concept of building trust, effective communication,


influencing stakeholders, partnering and networking and emotional intelligence (Arneson et al.
2013). Building trust promotes interacting confidentially with peers in any group, committee or
organization. I learned about trust and distrust in my DEPM 604- Management and Leadership

Sherma Edwards
DETT 621 Section, 9040

and Distance Education and E-Learning course with Dr. Olcott and these skills are attributes of
an effective leader. All group assignments in this Masters of Distance Education program
required me to communicate effectively, that is by expressing my thoughts, feelings and ideas
clearly and concisely to others (Arneson et al. 2013). On the job, I communicate daily via email
in a professional manner and for homework purposes I write essays, reports, case study and post
in our discussion forum as part of my participation grade. These are great examples of
communicating effectively according to the ASTD Competency Model of my interpersonal skills
(Arneson et al., 2013).
In my DEPM 622, course I worked extensively on a research paper on a business
proposals and learned the importance and role of stakeholders, networking and partnership. By
influencing stakeholders, this means selling and promoting the organizations value and
networking and partnering means utilizing resources or network of collaborative relationship
with contacts (Arneson et al. 2013). Emotional intelligence, on the other hand, deals with the
perception of ones emotional state of mind and accurately using the information for positive
working relationships and effective decision- making (Arneson et al. 2013).
Personal Skills
Illustration 5
Competency Proficiency Scale in Personal Skills
Skills
Demonstrate adaptability
Model personal development

Competency Level
Intermediate
Intermediate

Personal Skills is defined as demonstrating adaptability, which is adapting well to any


change process in the work environment or organization. Modeling personal development means
to develop ones own learning habits while taking advantage of learning opportunities (Arneson

Sherma Edwards
DETT 621 Section, 9040

et al. 2013). A great example of modeling personal development is the E-portfolio used in this
Masters of Distance Education Program. As part of the final class and capstone for the program,
this E-portfolio illustrates my personal growth, journey, and academic achievements in the
program. My E-portfolio is a website and it consists of my resume, group work, artifacts and
blogs from my first foundation class called OMDE 601- Foundations of Distance Education & ELearning to my current courses and my personal skills in the ATD Model is shown though my
academic work in this MDE program.
Technology Literacy
Illustration 6
Competency Proficiency Scale in Technology Literacy
Skills
Demonstrate awareness of technologies
Use technology effectively

Competency Level
Intermediate
Intermediate

Technology Literacy involves the ability and comfort of an individual to work with
existing, new, or emerging technology and the learner must demonstrate how to achieve learning
tasks and business goals with the use of existing technology (Arneson et al. 2013). Taking online
classes is quite challenging, and as a result, I am prone to learning. When assignments are due, it
is my responsibility to get the job done. I am computer literate in the computer software such as
Microsoft Word, Excel, and PowerPoint. These skills are needed at my place of employment. I
also had the opportunity to take OMDE 603- Technology of Distance Education & E-Learning
and this course brought awareness of industry trends, criteria and guidelines for selecting
technologies and the importance of social media such as Facebook and Twitter. My efforts to
close the technology literacy skills gap will be to focus on my performance and continue to be
involved in informal and formal training opportunities.

Sherma Edwards
DETT 621 Section, 9040
TD Areas of Expertise
Illustration 7
Competency Proficiency Scale in Areas of Expertise
The competency levels and definitions are listed below and are derived from the 2013
ASTD Competency Model (Arneson et al. 2013).
Skills
Performance Improvement
This deals with the application of
systematic process of human
performance gaps
Instructional Design
Designing and development of training
and learning solutions
Training Delivery
Delivery of informal and formal
learning solutions
Learning Technologies
Identifying and application of learning
technologies
Evaluating Learning Impact
Gathering and analyzing information to
improve learning gaps
Managing Learning Programs
Providing leading solutions to planning,
monitoring and adjusting training
projects
Integrated Talent Management
The individual is responsible for
building an organizations culture
Coaching
The individual helps others with
developing their strengths to meet the
organizations needs
Knowledge Management
Encourages knowledge sharing and
collaboration opportunities
Change Management
Application of structured approaches to
make changes within the organization

Competency Level
NA

NA

NA

NA

NA

NA

NA

Intermediate

Intermediate

NA

Sherma Edwards
DETT 621 Section, 9040

10

from current state to desired state


Although I am active in academia, based on the ASTD Competency Model, I lack certain
knowledge, skills and abilities (Arneson et al. 2013). Through experience and training and
development opportunities, once I complete my Masters of Distance Education program I will be
able to fill the missing skills for these areas of expertise.
Conclusion
In this paper, Ive discussed my competency level for both the TD Areas of Expertise and
Foundational Competencies according to the ATD Competency Model. My strengths were in six
areas related to foundational competencies, however my business skills proved that there was
room for growth. The areas I was the weakest in and needed the most improvement was in the
areas of expertise. With the timeline provided, this essay also provided some suggestions and
action plans for closing the skills gaps I lack most education and experience.

Sherma Edwards
DETT 621 Section, 9040

11

References
Arneson, J., Rothwell, W.J., & Naughton, J. (2013). ASTD competency study. Alexandra. VA:
ASTD Press
The Association for Talent Development. (ATD) (2015). The ATD competency model. Retrieved
from https://www.td.org/Certification/Competency-Model
National Institutes of Health. (NIH) (2015). Competencies proficiency scale. Retrieved from
ps://hr.od.nih.gov/workingatnih/competencies/proficiencyscale.htm

Vous aimerez peut-être aussi