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1. Develops Assessment Framework
2. Uses Data to Inform Instruction
3. Communicates Results
4. Evaluates Program
1. Develops Assessment Framework
Competency
Competency 1.1Bases assessment framework on program goals, industry standards, learning outcomes and participant needs
Performance Indicators
- Develops assessment framework to align with relevant occupational and industry standards,
Benchmark
Benchmarks refer to measuring participants against specific standards and learning goals. Benchmarking allows educators to identify participants' strengths and weaknesses, which can then inform future instruction and be used to measure performance gains.Digital Resource Librarybenchmarks andNeeds analysis
Needs analysis is the process of identifying and evaluating training needs. It's a consultative process to uncover critical information about the training purpose, audience, format, timing, constraints, etc.Digital Resource Libraryneeds analysis results - Develops assessment framework to measure participants’ achievement of program goals and learning outcomes
- Develops assessment framework to address issues of validity, reliability and
Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias - Plans for assessment of each learning outcome
- Adjusts
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity, length and/or format of assessments depending on assessment purpose and participants’ levels, skills and abilities
Supporting Knowledge
- Knowledge of characteristics, uses, advantages and limitations of different types of assessments: e.g., multiple choice vs. short answer; number of questions, length, etc.
- Knowledge of how to select, construct and use assessment strategies and instruments appropriate to learning outcomes being evaluated
- Knowledge of
Assessment Standards
Assessment standards provide guidelines and requirements for the development of effective assessments that are fair, accurate and meaningful.Digital Resource Libraryassessment standards and related issues: e.g., validity, reliability,Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias, scoring concerns, ethics, etc. - Knowledge of
Complexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity levels for each Skill for Success, including variables that affectComplexity
Complexity is a task's level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.Digital Resource Librarycomplexity for each skill, such asQuestion Structure
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.Digital Resource Libraryquestion structure, number of steps, length, risk, etc. - Knowledge of
Bloom’s Taxonomy
Bloom's Taxonomy is a hierarchical framework that encourages participants to work their way up towards more complex thinking and cognitive tasks.Digital Resource LibraryBloom’s taxonomy - Knowledge of basic statistics
- Knowledge of
Universal Design for Learning
Universal Design for Learning (UDL) is a framework that helps give all participants an equal opportunity to succeed. This approach offers flexibility in the ways participants access material, engage with it and show what they know.Digital Resource LibraryUniversal Design for Learning (UDL) framework, principles and methods
Competency 1.2Incorporates a variety of assessment types into assessment framework
Performance Indicators
- Administers a pre-assessment to measure participants’ levels, skills, abilities, goals, background knowledge and pre-requisites
- Monitors learning through a variety of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies - Evaluates participants’ achievement of program goals and learning outcomes through a variety of
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment strategies to ensure participants’ learning is fully and fairly captured
Supporting Knowledge
- Knowledge of Prior Learning Assessment and Recognition (PLAR) processes
- Knowledge of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies: e.g., classroom observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, demonstrations, learning activities, etc. - Knowledge of
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment strategies: e.g., section tests, final exams, performance assessments, standardized tests, demonstrations, portfolio, etc. - Knowledge of
Universal Design for Learning
Universal Design for Learning (UDL) is a framework that helps give all participants an equal opportunity to succeed. This approach offers flexibility in the ways participants access material, engage with it and show what they know.Digital Resource LibraryUniversal Design for Learning (UDL) framework, principles and methods
Competency 1.3Plans for ongoing assessment at regular intervals
Performance Indicators
- Determines the appropriate frequency of assessment
- Schedules a balance of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment andSummative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment - Builds in frequent opportunities to provide formal and informal
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback to participants on their progress
Supporting Knowledge
- Knowledge of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies: e.g., classroom observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, demonstrations, learning activities, etc. - Knowledge of
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment strategies: e.g., section tests, final exams, performance assessments, standardized tests, demonstrations, portfolio, etc. - Knowledge of different ways to deliver formative
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback: e.g. individual conferences, group discussions, peerFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, gallery walks, writtenFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, interactive online activities, etc.
Competency 1.4Keeps a record of participant performance
Performance Indicators
- Collects and stores evidence of participants’ work and learning
- Ensures privacy of participants and
Confidentiality
Confidentiality is keeping participants' personal information private, and not sharing it with others in the educational institution. Privacy refers to a participant's right to be free from intrusion or interference by others in the educational institution.Digital Resource Libraryconfidentiality of information - Follows storage and
Confidentiality
Confidentiality is keeping participants' personal information private, and not sharing it with others in the educational institution. Privacy refers to a participant's right to be free from intrusion or interference by others in the educational institution.Digital Resource Libraryconfidentiality guidelines as applicable to regional and/orTraining Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partner requirements
Supporting Knowledge
- Knowledge of physical and digital ways to record participant work and grades
- Knowledge of
Confidentiality
Confidentiality is keeping participants' personal information private, and not sharing it with others in the educational institution. Privacy refers to a participant's right to be free from intrusion or interference by others in the educational institution.Digital Resource Libraryconfidentiality protocols and privacy acts: e.g., The Privacy Act, Freedom of Information and Protection of Privacy Act (FIPPA), Personal Information Protection and Electronic Documents Act (PIPEDA)
2. Uses Data to Inform Instruction
Competency
Competency 2.1Uses pre-assessment results to adapt instruction and curriculum
Performance Indicators
- Supports participants to acquire prerequisite skills and knowledge
- Adjusts curriculum and materials to align course content to participant levels, interests and goals
- Uses results to set participants’ expectations regarding learning gain, level of effort, duration and impact
Supporting Knowledge
- Knowledge of ways to address pre-training gaps: e.g., asking participants to re-enrol when ready, providing participants with additional resources or referring participants to additional learning
- Knowledge of how to adapt learning materials
- Knowledge of
Assessment Standards
Assessment standards provide guidelines and requirements for the development of effective assessments that are fair, accurate and meaningful.Digital Resource Libraryassessment standards and related issues: e.g., validity, reliability,Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias, scoring concerns, ethics, etc.
Competency 2.2Uses Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment to inform instruction
Performance Indicators
- Uses
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment results to plan a range of supplemental activities for use with participants who are struggling to achieve learning outcomes or who would benefit from extra challenge - Uses
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment results to make judgments about when and how to diverge from a lesson plan in response to learning needs as they emerge - Uses task deconstruction to identify where exactly learners are experiencing difficulty
Supporting Knowledge
- Knowledge of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies: e.g., classroom observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, demonstrations, learning activities, etc. - Knowledge of
Scaffolding
Scaffolding refers to a variety of instructional techniques which helps to move participants toward a progressively stronger understanding and a greater independence in the learning process.Digital Resource Libraryscaffolding techniques: e.g., provision of examples, models and templates; think aloud step-by-step processes; pre-teach vocabulary; use of visual aids; checks for understanding during lessons; division of large tasks into smaller chunks; slowing of the pace of instruction; etc. - Knowledge of
Differentiate
Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs, and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.Digital Resource Librarydifferentiated instruction methods: e.g., flexible learning groups, choice in learning tasks, varied content presentation, differently leveled materials, etc.
Competency 2.3Uses Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment to inform instruction
Performance Indicators
- Uses
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment results to adapt instruction to reach participants who have difficulty with a particular approach or concept - Uses
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment results to identify participants who need additional support in the next steps of their training or career paths
Supporting Knowledge
- Knowledge of
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment strategies: e.g., section tests, final exams, performance assessments, standardized tests, demonstrations, portfolio, etc. - Knowledge of
Scaffolding
Scaffolding refers to a variety of instructional techniques which helps to move participants toward a progressively stronger understanding and a greater independence in the learning process.Digital Resource Libraryscaffolding techniques: e.g., provision of examples, models and templates; think aloud step-by-step processes; pre-teach vocabulary; use of visual aids; checks for understanding during lessons; division of large tasks into smaller chunks; slowing of the pace of instruction; etc. - Knowledge of
Differentiate
Differentiated Instruction (DI) is the planning and delivery of instruction that considers the varied levels of readiness, learning needs, and interests of each training participant. Practitioners might employ different methods with different participants, depending on their readiness and needs, and provide options for demonstrating their understanding and mastery of the material.Digital Resource Librarydifferentiated instruction methods: e.g., flexible learning groups, choice in learning tasks, varied content presentation, differently leveled materials, etc.
3. Communicates Results
Competency
Competency 3.1Provides ongoing formative Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback to participants and other Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners
Performance Indicators
- Communicates specific details of learning progress and developing skills to participants, employers and other relevant
Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners throughout the training period - Delivers formative
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback using a variety of tools and approaches - Provides timely formative
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback as soon as possible after assessment - Focuses
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback on the specific strengths and areas for growth that have the greatest impact on participant performance - Follows assessment protocols when debriefing to ensure participants understand the results, what they need to do and are motivated to do it
Supporting Knowledge
- Knowledge of
Formative Assessment
Formative assessment is monitoring participant learning and providing ongoing feedback that can be used by instructors to improve their teaching and by participants to improve their learning. Formative assessment is typically used throughout the training program and does not involve formal grades.Digital Resource Libraryformative assessment strategies: e.g. classroom observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, demonstrations, learning activities, etc. - Knowledge of different ways to deliver formative
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback: e.g. individual conferences, group discussions, peerFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, gallery walks, writtenFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, interactive online activities, etc. - Knowledge of how to communicate assertively, sensitively, diplomatically, and in culturally appropriate ways
- Knowledge of
Assessment Standards
Assessment standards provide guidelines and requirements for the development of effective assessments that are fair, accurate and meaningful.Digital Resource Libraryassessment standards and related issues: e.g., validity, reliability,Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias, scoring concerns, ethics, etc.
Competency 3.2Encourages participants to self-reflect on their own progress and achievement
Performance Indicators
- Incorporates
Self-Assessment
Self-assessment provides participants with an opportunity to self-evaluate, or make judgments about their learning process and products of learning. Self-assessment activities help participants to realistically judge their own performance and to improve their work.Digital Resource Libraryself-assessment activities throughout the training period - Models self-reflection processes for participants through think aloud demonstrations
- Uses a variety of tools to encourage participants to self-reflect
- Provides opportunities for participants to reflect on their progress and set goals for continued improvement
Supporting Knowledge
- Knowledge of strategies to encourage a
Growth Mindset
Growth mindset refers to the belief that the most basic abilities can be developed through dedication and hard work.Digital Resource Librarygrowth mindset - Knowledge of
Self-Assessment
Self-assessment provides participants with an opportunity to self-evaluate, or make judgments about their learning process and products of learning. Self-assessment activities help participants to realistically judge their own performance and to improve their work.Digital Resource Libraryself-assessment approaches and tools: e.g., individual conferences,Self-Assessment
Self-assessment provides participants with an opportunity to self-evaluate, or make judgments about their learning process and products of learning. Self-assessment activities help participants to realistically judge their own performance and to improve their work.Digital Resource Libraryself-assessment checklists, reflection logs, etc.
Competency 3.3Provides summative evaluation of participants’ achievement of learning outcomes
Performance Indicators
- Uses
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessments to measure participant achievement of program goals and learning outcomes - Compares
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment data to pre-assessment data to measure participant improvement - Identifies individual and group trends, patterns and areas of strength and development
- Uses
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessments to determine marks and grades - Uses
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessments to make decisions and recommendations about participants’ progression and placement following the training period - Communicates overall learning progress and developing skills to participants, employers and other relevant
Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners after keySummative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessments, during and after the training period - Uses formalized reports to communicate summative evaluation of participants’ performance
- Follows assessment protocols when debriefing to ensure participants understand the results, what they need to do and are motivated to do it
Supporting Knowledge
- Knowledge of
Summative Assessment
Summative assessment is used to measure participant learning at the end of a training program or significant learning period. Summative assessment is used to evaluate participants' achievement of learning outcomes and determine formal marks or grades.Digital Resource Librarysummative assessment strategies: e.g., section tests, final exams, performance assessments, standardized tests, demonstrations, portfolio, etc. - Knowledge of
Assessment Standards
Assessment standards provide guidelines and requirements for the development of effective assessments that are fair, accurate and meaningful.Digital Resource Libraryassessment standards and related issues: e.g., validity, reliability,Bias
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.Digital Resource Librarybias, scoring concerns, ethics, etc.
4. Evaluates Program
Competency
Competency 4.1Evaluates participant and other Training Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partner Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback
Performance Indicators
- Collects
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback from participants, employers and otherTraining Partner
Training partners include individuals and groups who are involved in and/or impacted by training programs, such as participants, funders, training organizations, employers, instructors, supervisors, mentors, peers and community members. The competency framework uses the term training partners to avoid negative associations with the term stakeholders.Digital Resource Librarytraining partners throughFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback forms, online surveys, etc. - Analyzes data for patterns and trends in participant
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback - Identifies factors inside and outside of training that might positively or negatively affect participant
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback - Recommends changes to improve design and delivery based on participant
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback
Supporting Knowledge
- Knowledge of
Training Evaluation Models
Training Evaluation Models help analyze the efficacy of a training program.Digital Resource Librarytraining evaluation models: e.g., Kirkpatrick-Katzell, Anderson’s Value of Learning, Brinkerhoff’s Success Case Method, Learning-Transfer Evaluation Model (LTEM), etc. - Knowledge of methods and instruments to collect participant
Feedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback: e.g., surveys, focus groups, interviews, etc. - Knowledge of
Confidentiality
Confidentiality is keeping participants' personal information private, and not sharing it with others in the educational institution. Privacy refers to a participant's right to be free from intrusion or interference by others in the educational institution.Digital Resource Libraryconfidentiality and privacy protocols
Competency 4.2Evaluates achievement of learning outcomes
Performance Indicators
- Compiles
Aggregate Data
Aggregate data refers to information that is collected from multiple sources or assessments and compiled into summary reports for the purpose of evaluating program effectiveness and improving participant performance.Digital Resource Libraryaggregate data on participant achievement of learning outcomes - Analyzes data for patterns and trends in participants’ performance
- Identifies factors inside and outside of training that might positively or negatively affect participants’ performance
- Recommends changes to improve design and delivery based on participants’ performance
Supporting Knowledge
- Knowledge of how to interpret and
Aggregate Data
Aggregate data refers to information that is collected from multiple sources or assessments and compiled into summary reports for the purpose of evaluating program effectiveness and improving participant performance.Digital Resource Libraryaggregate data
Competency 4.3Evaluates Transfer of Learning
Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.Digital Resource Librarytransfer of learning from training to workplace
Performance Indicators
- Gathers data on
Transfer of Learning
Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.Digital Resource Librarytransfer of learning from training to workplace - Analyzes data for improvement in participant post-training performance
- Identifies factors inside and outside of training that might positively or negatively affect participants’ post-training performance
- Recommends changes to design and delivery to support
Transfer of Learning
Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.Digital Resource Librarytransfer of learning based on participants’ post-training performance
Supporting Knowledge
- Knowledge of methods and instruments to assess
Transfer of Learning
Transfer of learning occurs when participants apply information, strategies and skills they have learned in the training room to a new situation or context, such as further training or the workplace.Digital Resource Librarytransfer of learning: e.g., post-training observation checklists, managerFeedback
Feedback is information given to the participant about their performance relating to learning goals or outcomes. It should aim to improve the participant's learning.Digital Resource Libraryfeedback, performance management appraisals, questionnaires, 360-degree evaluations, calculating competency gains, etc.
Competency 4.4Evaluates business results
Performance Indicators
- Gathers data to identify differences between pre-training, post-training and desired participant performance
- Analyzes data for impact of training on participant performance and subsequent business results
- Identifies factors outside of training that might positively or negatively affect business results
- Recommends changes to improve impact of training based on participant performance and subsequent business results
Supporting Knowledge
- Knowledge of methods and instruments to assess business results: e.g., evaluations, interviews, focus groups, calculating Return on Investment (ROI)
- Knowledge of business performance measures: e.g., productivity/output, sales, turnover, customer satisfaction and retention, wastage, employee absences, etc.
Competency 4.5Evaluates Quality Assurance
Quality assurance involves the systemic review of training processes to maintain and improve quality, equity and efficiency.Digital Resource Libraryquality assurance and quality control processes
Performance Indicators
- Reviews organizational
Quality Assurance
Quality assurance involves the systemic review of training processes to maintain and improve quality, equity and efficiency.Digital Resource LibraryQuality Assurance (QA) and Quality Control (QC) processes - Monitors and documents QA/QC activities with internal reporting and audits
- Identifies areas to improve in the QA/QC processes
- Recommends changes to improve QA/QC processes
Supporting Knowledge
- Knowledge of QA and QC practices
- Knowledge of audit process
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