Running head: SELF-ASSESSMENT OF ATD COMPETENCIES 1

Maryann Andrews
Self-Assessment of ATD Competencies
DETT 621
June 8, 2019
SELF-ASSESSMENT OF ATD COMPETENCIES 2

Self-assessment of ATD Competencies

Introduction
The Association for Talent Development has developed the ATD Competency Model

specifying the skills and talent needed for successful training and development professionals.

The model is a comprehensive tool reflecting “changes driven by digital, mobile, and social

technology; demographic shifts; globalization; and economic forces” (ATD, 2013). According

to ATD (2013), the model may be used to identify an individual’s’ personal strengths and areas

of improvement in the field of talent development and can be used to develop “a professional

development roadmap for TD leaders and practitioners”.

I have used the ATD Competency Model as a self-assessment to evaluate my proficiency

in the Talent Development Areas of Expertise and Foundational Competencies. The results of

the self-assessment (see Table 1.0 below) will be used to develop a professional development

plan assisting me in reaching the goal of becoming an instructional designer. The tables below

reflect my levels of competence based on the ATD Competency Model.

Personal Assessment
TD Areas of Expertise
Table 1
1. Performance Entry Intermediate Expert
Improvement
a. Identify the customer √
b. Conduct performance √
analysis
c. Conduct cause analysis √
d. Analyze systems √
e. Gather data √
f. Incorporate customer and √
stakeholder needs
g. Select solutions √
h. Manage and implement √
projects
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1. Performance Entry Intermediate Expert

Improvement (cont.)
i. Build and sustain √
relationships
j. Evaluate results against √
organizational goals
k. Monitor change √

In my previous positions in professional development and as a trainer, I prepared and

delivered the program’s required training. My experience in cause analysis and analyzing

systems is that of a novice because those were not requirements of my positions. I did, however,

know the customer and the importance of building and sustaining relationships and how those

relationships coupled with training met the goals of the organizations. I frequently used

assessments and rating scales to check for application of training topics and strategies and used

the results to develop ongoing training plans.

The topic of Instructional Design is analyzed on Table 2.

Table 2
Iiiii 2. Instructional Design Entry Intermediate Expert
a. Conduct a needs √
assessment
b. Identify appropriate √
learning approach
c. Apply learning theory √
d. Collaborate with others √
e. Design a curriculum, √
program, or learning
solution
f. Design instructional √
material
g. Analyze and select √
technologies
h. Integrate technology √
options
i. Develop instructional √
materials
j. Evaluate learning design √
SELF-ASSESSMENT OF ATD COMPETENCIES 4

My instructional design skills fall mostly in the intermediate area of expertise. Much of

what I have performed have been to fulfill course requirements. I have conducted training only

in person, so my application of using technology to deliver instruction is limited. Additionally, I

have not developed instructional materials, but I have chosen supplemental components. Needs

assessments have not been a significant part of my job responsibilities because I have followed

the state and government mandated training requirements. I have used self-evaluation and

participant evaluation to critique modules that I have developed and presented.

Table 3 covers Training Delivery.

Table 3
3. Training Delivery Entry Intermediate Expert
a. Manage the learning √
environment
b. Prepare for training √
delivery
c. Convey objectives √
d. Align learning solutions √
with course objectives and
learner needs
e. Establish credibility as √
an instructor
f. Create a positive learning √
climate
g. Deliver various learning √
methodologies
h. Facilitate learning √
i. Encourage participation √
and build learner
motivation
j. Deliver constructive √
feedback
k. Ensure learning √
outcomes
l. Evaluate solutions √
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My experience in training delivery has been in face to face sessions. I have been

responsible for managing the environment and the tools used to encourage active participation in

training events. Keeping staff engaged has consistently been a challenge, and so delivering

content using various methods is needed to address different types of learning preferences. I

have extensive experience in providing constructive feedback both in a group setting and

individually. I have used both verbal and written methods to provide feedback. The written plan

gives the staff member a document to which they can refer when reviewing strategies or

challenges. Being an accessible and credible trainer in a positive learning environment helps to

build trust with the participants and encourages them to come for help when needed.

Learning Technologies are the focus of Table 4.

Table 4
4. Learning Technologies Entry Intermediate Expert
a. Use technology √
effectively across the
different areas of expertise
b. Identify when and how √
to use technology as a
training and development
solution

My experience using technology in a training setting is somewhat limited. For content

delivery, I have implemented the use of videos, websites, and slide presentations.

Evaluating Learning Impact is analyzed in Table 5.

Table 5
5. Evaluating Learning Entry Intermediate Expert
Impact
a. Identify customer √
expectations
b. Select appropriate √
strategies, research design,
and measures.
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5. Evaluating Learning Entry Intermediate Expert

Impact (cont.)
c. Communicate and gain √
support for the evaluation
plan
d. Manage data collections √
e. Analyze and interpret √
data
f. Apply learning analytics √
g. Make recommendations √
to aid decision-making

My experience with evaluating learning impact is mostly at the intermediate level. While

I did follow up with staff, the in-class coaches were responsible for monitoring skill application.

My team and I developed self-assessments that staff was required to complete so that we could

determine if the training was useful and met the staff needs. In my positions in PD and as a

trainer, data collection was not a requirement, and thus, my skill in this area is that of a novice.

Managing Learning Programs is the focus of Table 6.

Table 6
6. Managing Learning Entry Intermediate Expert
Programs
a. Establish a vision √
b. Establish strategies √
c. Implement action plans √
d. Develop and monitor the √
budget
e. Manage staff √
f. Model leadership in √
developing people
g. Manage others √
h. Manage and implement √
projects
i. Manage external √
resources
j. Ensure compliance with √
legal, ethical, and
regulatory requirements
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My experience in managing learning programs has allowed me to establish strategies for

delivery of the training content, and the ability to implement plans of actions while ensuring

compliance with the organization’s requirements. While working in professional development

and as a trainer, I was not considered a manager, although I did observe staffs’ skill competency

and gave recommendations to management. I have had little experience with establishing a

vision other than participating in strategic planning meetings. The only experience I have with

monitoring a budget is from the MDE required course.

My skills at Integrated Talented Management are scored on Table 7.

Table 7
7. Integrated Talent Entry Intermediate Expert
Management
a. Align talent management √
to organizational objectives
b. Use talent management √
systems
c. Equip managers to √
develop their people
d. Organize delivery of √
developmental resources
e. Promote high- √
performance workplaces
f. Coordinate workforce √
and succession planning
g. Facilitate the career √
development planning
process
h. Facilitate career √
transitions
i. Support engagement and √
retention efforts
j. Implement individual √
and organizational
assessments
k. Use talent management √
analytics to show results
and impact
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My experience with talent management comes from conducting new staff orientation and

quarterly staff reviews. I have utilized assessments to score staff performance and used that data

along with staff feedback to develop training plans. I have little experience with career planning,

career transition, and retention efforts other than the communication I had with staff and my

participation in the interview and selection process.

Table 8 focuses on Coaching.

Table 8
8. Coaching Entry Intermediate Expert
a. Establish coaching √
agreement
b. Establish trust and √
intimacy with the client
c. Display coaching √
presence
d. Demonstrate active √
listening
e. Ask powerful questions √
f. Use direct √
communication
g. Create awareness √
h. Design learning √
opportunities
i. Develop goals and plans √
j. Manage progress and √
accountability
k. Meet ethical guidelines √
and professional standards

I have had extensive experience with coaching and mentoring by being present in

classrooms and supporting staff as they learned and practiced new skills. I have communicated

directly and actively listened to address their challenges and concerns. Together with the team,

we have developed training goals that coincide with the required national and state standards and

have regularly assessed progress toward goal attainment.

SELF-ASSESSMENT OF ATD COMPETENCIES 9

Knowledge Management is analyzed in Table 9.

Table 9
9. Knowledge Entry Intermediate Expert
Management
a. Advocate knowledge √
management
b. Benchmark knowledge √
management best practices
and lessons learned
c. Encourage collaboration √
d. Facilitate social learning √
e. Establish a knowledge √
culture
f. Support the development √
of a knowledge
management infrastructure
g. Leverage technology. √

h. Manage information life √

cycle
i. Design and implement √
knowledge management
solutions
j. Transform knowledge √
into learning
k. Evaluate knowledge √
management success

In the area of Knowledge Management, I have an intermediate level of expertise. In my

previous positions, I have supported the program’s culture and management, but making the

decisions regarding the frequency of training or the management life cycle was not among my

responsibilities. A schedule was already determined, and I was on the team that delivered the

content by the appointed time.

Table 10 analyzes my skills in Change Management.

SELF-ASSESSMENT OF ATD COMPETENCIES 10

Table 10
10. Change Management Entry Intermediate Expert
a. Establish sponsorship √
and ownership for change
b. Build involvement √
c. Create a contract for √
change
d. Conduct diagnostic √
assessments
e. Provide feedback √
f. Facilitate strategic √
planning for change
g. Support the change √
intervention
h. Encourage integration of √
change into organizational
culture
i. Manage consequences √
j. Evaluate change results √

Change Management was not a primary function of any position I have held. I did,

however, support the program’s vision and any changes that were put forth to the staff. At no

time was I tasked with managing consequences of failed change management, and I have not

evaluated change results past the after-action reviews.

Foundational Competencies
Tables 11-16 focus on Business Skills, Global Mindset, Industry Knowledge, Interpersonal

Skills, Personal Skills, and Technology Literacy respectively.

Table 11
11. Business Skills Entry Intermediate Expert
a. Analyze needs and √
propose solutions
b. Apply business skills √
c. Drive results √
d. Plan and implement √
assignments
e. Think strategically √
f. Innovate √
SELF-ASSESSMENT OF ATD COMPETENCIES 11

My business skills have improved with every position I have held, albeit at different

levels. My experience performing business skills was under the guidance and supervision of a

manager.

Table 12
12. Global Mindset Entry Intermediate Expert
a. Accommodate cultural √
differences
b. Convey respect for √
different perspectives
c. Expand own awareness √
d. Adapt behavior to √
accommodate others
e. Champion diversity √
f. Leverage diverse √
contributions

I have worked in many different settings that have required me to accommodate cultural

differences. Working in a foreign country and with low-income families has allowed me to build

more profound respect for various behaviors and perspectives. I am aware of the need to be

respectful of others and to approach situations with an open mind.

Table 13
13. Industry Knowledge Entry Intermediate Expert
a. Maintain own √
professional knowledge
b. Keep abreast of industry √
changes and trends
c. Build industry sector √
knowledge

I have maintained industry knowledge by joining relevant organizations and exploring

opportunities for ongoing professional development. I also ask managers with which I work for

professional reading list recommendations and how they maintain their expert knowledge.
SELF-ASSESSMENT OF ATD COMPETENCIES 12

Table 14
14. Interpersonal Skills Entry Intermediate Expert
a. Build trust √
b. Communicate √
effectively
c. Influence stakeholders √
d. Network and partner √
e. Demonstrate emotional √
intelligence

My interpersonal skills are a work in progress. I build trust with colleagues by being

respectful, asking pertinent questions, observing, and completing my job requirements. When

communicating with others, I follow up and ask questions for clarification. My listening skills

are improving in that I do my best not to interrupt people when speaking. My networking skills

need improving because I am not a social person, and although I can pick up on cues and body

language, I often do not address those cues.

Table 15
15. Personal Skills Entry Intermediate Expert
a. Demonstrate adaptability √
b. Model personal √
development

In all of the positions I have held, I have demonstrated adaptability whether it be new

management coming onboard or working on achieving new goals determined by the

organization. I model personal development by pursuing the MDE, by implementing new

knowledge learned from professional development, and by encouraging others to continue

learning.

Table 16
16. Technology Literacy Entry Intermediate Expert
a. Demonstrate awareness √
of technologies
SELF-ASSESSMENT OF ATD COMPETENCIES 13

Entry Intermediate Expert

b. Use technology √
effectively

I have learned much about technology literacy from the courses required by the MDE. I

have had the opportunities to apply that knowledge in my professional life by developing and

presenting slide shows and choosing appropriate technologies for training events.

Plan for Closing the Skill Gaps

The top three areas I have identified that require improvement are Performance

Improvement, Instructional Design, and Learning Technologies. As I plan for a career in

instructional design focused on developing online training, I must understand how to gather and

analyze data to design effective curriculums and choose appropriate technologies. Currently, I

am at an entry level and to improve those skills; I will seek opportunities to participate in

professional projects where I will assist in data collection and analysis. I can gain additional

knowledge by completing MOOCs focused on data gathering and management. Interviews

conducted by Zheng, Rosson, Shih, and Carroll (as cited by Milligan & Littlejohn, 2017, p. 93)

show that learners are motivated to participate in MOOCs to fulfill current needs, prepare for the

future, satisfy curiosity, and to connect with people. My reasoning for participating in a MOOC

is to prepare for my future. The anticipated timeline for completion is 12 months. With my

current course load, I would most likely begin the courses in January and take one each quarter

to improve this skill set.

To be a skilled instructional designer, I must know how to use the results from a needs

assessment to develop a learning program. To do this well, I must also have the skills and

confidence to design and develop instructional materials. To build upon my intermediate level

skills, I will continue the courses required to complete the MDE. I will also look for
SELF-ASSESSMENT OF ATD COMPETENCIES 14

opportunities to put what I have already learned into practice by volunteering to develop training

modules for the local ASYMCA, for which I am a volunteer. The timeline for completion of this

goal is also twelve months. Within that time, I will have completed the MDE, and I will utilize

opportunities to create training materials for my fellow volunteers.

The implementation of learning technologies is a significant component of instructional

design. In the MDE courses, I have learned how to incorporate a variety of technologies into

courses I have designed to meet assignment requirements, but have not had many professional

opportunities to put them into practice. Once again, I can access MOOC courses to enhance this

skill and ask course instructors for recommendations on how to gain additional experience. I am

allowing myself a timeline of 18 months for completion in the hopes that I will be in a

professional setting to put this skill into practice.

Conclusion

The use of the ATD Model for self-assessment of my competency in the training and

development profession gave me an accurate view of my areas of weakness. “The ATD

Competency Model defines the skills and knowledge required for talent development

professionals to be successful now and in the future” (ATD, 2014). To develop my areas of

weakness, I will use online courses and seek opportunities to develop courses for my volunteer

organization. The results of the self-assessment showed me that developing my skills in

Performance Improvement, Instructional Design, and Learning Technologies will make me more

marketable for a position in curriculum design.

SELF-ASSESSMENT OF ATD COMPETENCIES 15

References
ATD. (2019). The ATD competency model; The talent development profession redefined to

create a competitive advantage. Retrieved from https://www.td.org/certification/atd-

competency-model

Milligan, C., & Littlejohn, A. (2017). Why study on a MOOC? The motives of students and

professionals. International Review of Research in Open and Distance Learning, 18(2),

92-102.