W O R L D M E T E O R O L O G I C A L O R G A N I Z A T I O N

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Competency Requirements for

Education and Training Providers for
Meteorological, Hydrological, and Climate Services

WMO
23MARCH2013


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Introduction
The organizational training function within a National Meteorological and Hydrological
Service(NMHS)orrelatedservicesmightbeaccomplishedbyavarietyofskilledpersonnel,
including training managers, trainers, training developers, and training support staff.
Personnel in thirdparty organizations (e.g. universities, international and regional
institutionsandcentres,andprivatesectorcompanies)andothertrainingprovidersmight
alsofulfileducationandtrainingrolesfortheseservices.

Thisdocumentsetsoutacompetencyframeworkforpersonnelinvolvedintraining,butitis
not necessary that each person has the full set of competencies. However, within the
followingapplicationconditions,whichwillbedifferentforeachorganization,itisexpected
that any institution providing education and training services to current and future
meteorologists and hydrologists will have staff somewhere within the organization who
togethercoverallthecompetencies.

A. Theorganizationalcontext,prioritiesandstakeholderrequirements.

B. Thewayinwhichinternalandexternaltrainingprovidersareused.

C. Theavailableresources(financial,human,technological,andfacilities)and
capabilities,andorganisationalstructures,policiesandprocedures.

D. Nationalandinstitutionallegislation,rulesandprocedures.

The Performance Criteria and Knowledge Requirements that support the competencies
should be customized based on the particular context of an organization. However the
generalcriteriaandrequirementsprovidedherewillapplyinmostcircumstances.

Competencies
I. Analysetheorganizationalcontextandmanagethetrainingprocesses.

II. Identifylearningneedsandspecifylearningoutcomes.

III. Determinealearningsolution.

IV. Designlearningactivitiesandproducelearningresources.

V. Delivertrainingandmanagethelearningexperience.

VI. Assesslearningandevaluatethetrainingprocess.

CompetencyI:Analysetheorganizationalcontextandmanagethe
trainingprocesses

Competencydescription:
The organizational context is analysed and training plans, policies, and processes are
developedandmonitoredforeffectiveness.

Performancecriteria
Analyse the current and evolving organizational and learning contexts, taking into
account(a)organizationalrequirements,(b)howresourcesaremadeavailableand
applied, (c) how strategic training plans are developed, and (d) how training
proceduresareimplementedtocomplywithtrainingplans,policies,andprocesses.
Developandimplementastrategictrainingplan.
Implement training procedures in accordance with training plans, policies, and
processes.
Monitor and update training plans, policies and processes to meet evolving needs
andtechnologicaladvances.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Factorscausingchangewithinanorganization.
Roleofplans,policiesandprocessesinsupportingorganizationalchange.
Technologiesrequiredtosupporttraining.
Roleofqualityassurance,financialmanagementandpromotioninmanagingthe
trainingprocess.
Organizational,technological,andresearchtrendsaffectingtheprovisionoftraining.

Personnelwhoshoulddemonstratecompetency
Seniorstaffwhohaveoverallresponsibilityfortraining.
Trainingmanagers.
Trainerswhowouldbenefitfromhavingsomeawarenessofthecontextinwhich
theyareoperating.
PeoplewhomakedecisionsaboutoverallHumanResourcedevelopmentstrategies.

CompetencyII:Identifylearningneedsandspecifylearning
outcomes

Competencydescription:
A systematic approach is used to identify organizational and/or individual learning needs
whicharethenspecifiedintermsofasetoflearningoutcomes.

Performancecriteria
Applyasystematicapproachtospecifyingjobcompetenciesandperforminglearning
needsanalysis.
Basetheidentificationoflearningneedsonjobtasksortheexistingcompetency
framework.
Identifyorganizationaland/orindividualperformancegapsthatareduetolearning
deficits.
Specifylearningneedsthattakeaccountoforganizationalandindividual
requirements,theviewsofstakeholdersandexternalfactors.
Setlearningoutcomesincollaborationwithstakeholderssuchthat,ifmet,learners
willbeabletoperformthejobattherequiredlevel.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Whylearningneedsoccurandthebenefitsoflearningneedsanalysis.
Sourcesofperformancegapsnotrelatedtoknowledge,skillsorbehaviour
(organization,motivation,management,tools,procedures).
Howtocarryoutcompetencydefinitionandlearningneedsanalysis.
Sourcesofdataandtechniquesusedtoidentifylearningneeds.
Waysofclassifyinglearningoutcomes.

Personnelwhoshoulddemonstratecompetency
Trainingmanagers.
Trainerswhowouldbenefitfromhavingsomeawarenessofhowlearningneedsare
identifiedwithintheirorganization.
Peopleresponsiblefordeliveringserviceswithinanorganizationiftheycarryout
theirownlearningneedsanalysisbeforeseekingtheassistanceofthelearning
professionals.

CompetencyIII:Determinealearningsolution

Competencydescription:
The learning solution is determined and a plan is prepared for implementing the chosen
solution.

Performancecriteria
Assesslearningsolutionsintermsofcosts,organizationalandlearnercharacteristics,
resourceimplicationsandtheextenttowhichtheysatisfyalltherequiredlearning
outcomes.
Choosealearningsolutionthatmeetsrequirementsandfitsconstraints.
Considerawiderangeofpotentialsolutions,includingusingamixtureofformal,
semiformalandinformallearningmethods.
Prepareaplantoimplementthechosensolution,includingtimeframe,costs,
locationandtechnology,personnel,targetedlearners,andevaluationcriteria.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Howthenatureofthelearningoutcomesandorganizationalrequirementshelp
determinealearningsolution.
Typesofformal,semiformalandinformallearningmethodsthatmightformpartof
alearningsolution.
Strengths,weaknesses,andappropriateusesoflearningmethodsthatformpartsof
alearningsolution.
Keycomponentsofanimplementationplan.

Personnelwhoshoulddemonstratecompetency
Seniortrainers.
Instructionaldesignersorothereducationspecialists.
Trainerswhowouldbenefitfromanawarenessoftypesoflearningsolutionsandthe
factorstakenintoaccountinchoosingsolutions.

CompetencyIV:Designanddeveloplearningactivitiesandresources

Competencydescription:
Thedesignanddevelopmentoflearningactivitiesandresourcesaregroundedonevidence
based learning theory, support the learning process and address the specified learning
outcomes.

Performancecriteria
Designlearningactivitiesbasedonestablishedinstructionaltheoryandthe
characteristicsoflearnersintheworkplace.
Takeaccountofthestrengthsandlimitationsofthelearningactivitiesthatwillbe
partofthelearningexperience.
Uselearningactivitiesthatincludeauthentictasks,builduponthepriorknowledge
oflearnersandprovideopportunitiesforpracticingtherequiredperformance.
Preparepresentationsandlearningresources.
Choosetechnologyandsoftwarerequiredforlearningsolutions.
Followastructureddevelopmentprocesswhenpreparinglearningresources.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Characteristicsoflearnersintheworkplaceandvariouscategorisationsoflearning
styles.
Characteristicsoftrainercentredandlearnercentredinstruction.
Howtoplanalearningsessionandthesequencingoflearning.
Instructionalstrategiesandapplicationsofinstructionaltheory.
Strengthsandlimitationsofvariouslearningmethods.
Howtodesignpresentations,slidesandotherlearningresources.
Howtodevelopselfpacedlearningresources.
Developmentprocessesforinstructionalresources.
Useofsoftwarepackagesandtechnology.
Howpeopleacquireknowledgeandbuildskills.

Personnelwhoshoulddemonstratecompetency
Seniortrainerswholeadthedesignprocess.
Instructionaldesignersorothereducationspecialists.
Trainerswhowouldbenefitfromanawarenessoftheissuesrelatedtoinstructional
design.

CompetencyV:Delivertrainingandmanagethelearningexperience

Competencydescription:
Classroom and/or distance learning courses are delivered in an environment that fosters
andsustainslearning.

Performancecriteria
Createanenvironmentconducivetolearning.
Ensurelearningactivitiesareengagingandeffective.
Clearlycommunicatethepurposeandexpectedoutcomesoflearningactivities.
Applytechnologiesthataidthelearningprocess.
Givefeedbackandmanageandmitigatedisruptionstolearning.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Whatpreparationanddecisionsneedtohappenbeforealearningevent.
Howtocreateanenvironmentthatsupportslearning.
Howtodevelopmutualtrustandrespectbetweentrainersandlearners.
Howtogivepresentationsandconductlearningexercises.
Howtolisten,questionandgivefeedback.
Howtodealwithconflict.

Personnelwhoshoulddemonstratecompetency
Alltrainersandtrainingmanagers.

CompetencyVI:Assesslearningandevaluatethelearningprocess

Competencydescription:
Learningisassessedagainsttheagreedlearningoutcomesandtrainingactivities,eventsand
programmesaremonitoredandevaluatedasabasisforimprovinglearningprocesses.

Performancecriteria
Provideclearassessmentpoliciesandguidelines.
Useformativeassessmenttopromotedeeplearning.
Assesslearningagainstspecifiedperformanceoutcomes.
Collate,analyseandusedataonallaspectsofthetraining.
Evaluatetrainingattherequiredlevelusingestablishedmodels.
Improvetrainingbasedontheresultsofevaluation.

Knowledgerequirements
Abletounderstand,explainand/orcriticallyevaluate:
Purposesandcharacteristicsofassessmentandevaluation.
Advantagesandlimitationsofassessmentstrategies.
Howtodesigngoodassessmentitems.
ApplicationoftheKirkpatrickModeland/orothermodelsofevaluation.
Howtoconducttheevaluationprocess.
Howtoevaluateatrainingdepartmentandtrainingprogrammes.

Personnelwhoshoulddemonstratecompetency
Trainingmanagersandseniortrainers.
Trainersinvolvedinassessmentprocedures.
Managersofstaffidentifiedashavingalearningneed.
HRpersonnel.



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