Design Self-Assessment Tool
Design Self-Assessment Tool
Design Self-Assessment Tool
- NEEDS ANALYSIS
- PROGRAM FRAMEWORK
- LEARNING MATERIALS
Skills for Success practitioners conduct needs analyses to define deficiencies or problems and identify causes and solutions to inform the design of training programs.
Think about the needs analyses you have conducted in the past three years. How would you rate your proficiency in completing these needs analysis tasks?
Score each one:
① – Rookie
② – Beginner
③ – Intermediate
④ – Proficient
⑤ – Expert
The following statements are based on DESIGN 1. Conducts Needs Analyses
1.1I build relationships and network with training partners and potential clients, and I identify which training partners to engage in needs analysis relative to project objectives.
1.2I plan and prepare the needs analysis by researching background information, identifying relevant performance metrics and preparing the needs analysis interview questions and protocols.
1.3I complete job tasks analysis to determine complexity levels, criticality and frequency of tasks required for specific roles, and identify the most relevant skills for Success domains to include in training.
1.4I evaluate needs analysis results to make recommendations for training that align with training partners’ priorities as well as the context, constraints, costs and other pragmatics of delivery.
1.5I develop agreements with clients by writing proposals, defining project scope, protocols and roles, negotiating terms and conditions, and finalizing contracts.
Read the scenario below. Then identify the design performance indicators that are demonstrated in the scenario. ① Aman is tasked with developing a 1-month training program to prepare participants for construction trades training. An upcoming infrastructure project in the area will offer career opportunities in a variety of skilled trades. ② From the results of the needs analysis, Aman determines that participants need reading, numeracy and communication skills at complexity level 3 to succeed in technical training and on the job. He creates learning outcomes to support this goal. Many of the intended participants are immigrants and have diverse skills, abilities, prior work experience and background knowledge. Aman wants to design a program that meets them where they are and scaffolds their learning progression towards level 3 mastery by the end of training. ③ Aman plans to benchmark participants at the beginning and end of the program using a standardized assessment. The results will inform instruction and capture participant progress. ④ Aman develops paper-based workbooks at a variety of levels so that participants can work at an appropriate level of challenge according to their individual needs. He plans for instruction to be delivered through highly visual presentation slides, step-by-step whiteboard demonstrations and handouts. Participants will also have access to an online learning management system with instructional videos and interactive practice exercises and quizzes that they can work through at their own pace. ⑤ To motivate participants, Aman wants to make learning practical and focused on participants’ career goals. He gathers workplace documents from local trades companies to incorporate into communication, reading and numeracy learning tasks. Aman also plans to incorporate personal narratives of immigrant trades workers to connect with the diversity of identities in the training room.
PART A Questions
The following statements are based on DESIGN 2. Develops Program Framework
Identify the paragraph where Aman demonstrates each of the performance indicators below.
2.2.1Develops flexible curriculum materials and activities that can be adjusted to individual needs
2.2.5Stimulates participant interest and motivation for learning using a variety of strategies
2.1.1Identifies the goals, objectives and intended program outcomes, based on needs analysis
2.1.2Identifies levels of skills required relative to training timeline
2.3.2Determines a logical sequence for delivery, recognizing that efficient acquisition of higher proficiency levels is dependent on mastery of lower order skills within proficiency levels and between domains
2.2.3Incorporates culturally responsive materials and activities
2.1.3Creates a profile of the intended participant
2.2.4Provides a variety of ways for participants to express and demonstrate what they know
2.2.2Presents information and content in different ways and modalities
PART B Question
Think about the training programs you have designed in the past three years. To what extent do your recent design practices reflect Aman’s approach?
① – Not at all similar approach
② – Slightly similar approach
③ – Somewhat similar approach
④ – Mostly similar approach
⑤ – Very similar approach
Think about the training programs you have designed in the past three years. To what extent do the following statements describe your recent design practices?
Score each one:
① – Not at all true of me
② – Slightly true of me
③ – Somewhat true of me
④ – Mostly true of me
⑤ – Very true of me
The following statements are based on DESIGN 3. Develops Learning Materials
3.1I integrate Skills for Success and workplace applications throughout curriculum, including the incorporation of real-world tasks, authentic workplace materials, culturally relevant materials, and learning tasks that integrate multiple skills.
3.2I create program materials that are aligned to learning outcomes, support instructors in facilitation, provide a range of formative and summative assessments, and include supplemental materials for participants who need extra support or challenge.
3.3I keep training development on track by using workplans, communicating about the status of deliverables, and troubleshooting obstacles and delays.
3.4I ensure curriculum materials adhere to quality assurance standards by following quality assurance and control processes and revising elements that do not meet quality standards.
Your Self-Assessment Report
Congratulations on taking time to self-reflect as a Skills for Success practitioner!
You can use these results to guide your professional development and to direct you towards sections of the competency framework that are most relevant to you. Click on the links to access further information, supporting knowledge and resources within the competency framework.
The following results are a snapshot of your self-identified areas of strength and areas for growth as a Skills for Success practitioner. The self-assessment tools are intended to promote professional reflection and engagement with the competency framework rather than provide an objective measure of competency.
Two supporting tools on the website can help further develop your professionalism. Use the Digital Resource Library to stay on top of important and emerging topics in adult education,Access this section in the Competency Framework to learn more.
Many best practices revolve around making training relevant and engaging. Contextualizing the training by incorporating authentic workplace materials and tasks is a great way to do this. Using assessment to measure participant performance, target instruction, provide feedback, and scaffold learning is another powerful way to move markers.Access this section in the Competency Framework to learn more.