A COMPETENCY MODEL

FOR

THE EDUCATION TRAINING & DEVELOPMENT FIELD

**Abstract:**

***Many people, when asked, will state that they know the skills and
knowledge that is needed by a person working in the field of education,
training and development. But each of those many people will produce
quite different lists. In this paper I define 52 competencies and then
provide some 'behavioural' examples which illustrate a basic,
intermediate and advanced level of competence. These competencies are
based on research that was conducted by the American Institute of
Training and Development in the 1970's. The research conclusions were
based on responses from 8,000 people. This model has many applications
including course design for teachers, training & development staff,
staff development criteria and career path planning.***

***I have also provided an industrial example where this model was
applied.***

***References:***

Models for Excellence, 1983. Repeated in 1987. A study commissioned by
American Society of Training Development and project managed by Patricia
McLagan. Published by ASTD press. It was also well covered in Gilley and
Eggland, 1989. Principles of Human Resource Development, Addison-Wesley
Publishing.

**[A Competency model for people working in the field of Education,
Training and Development.]{.underline}**

# Background

When I was the Manager of Training and Development for the Transport
Authorities in Victoria for ten years in the 1980's I has about 150
full-time and part-time education and training staff. One of the issues
that was a concern to me was their own education and training and using
what criteria. I discovered that in the mid eighties the American
Institute of Training and Development has surveyed 8,000 people in the
Education and Training and development field and produced a book on
competencies. I used their work as a basis for a recruitment and
development program for the Victorian State Transport Authorities. In
re-visiting my own work I also tried to locate the original source but
without any success to date.

# Model

The following model describes the knowledge/skill areas that have been
identified as important for excellent performance in the Education,
Training and Development field.

There are 52 competencies in this model:

1.  *Active Listening*...knowing what actions can be taken that will
    make the listening aspect of verbal communication more effective;

2.  *Administration*...understanding the various administrative tasks
    that are associated with the implementation of education, training
    and development activities;

3.  *Adult learning understanding*...knowing how adults acquire and use
    knowledge, skills, attitudes. Understanding individual differences
    in learning;

4.  *AV skill*...selecting and using audio/visual hardware and software;

5.  *Career development knowledge*...understanding the personal and
    organisational issues and practices relevant to individual careers;

6.  *Coaching and Training*...understanding the distinction between
    coaching and training and knowing when one is more appropriate than
    the other;

7.  *Compensation benefits*...understanding the job evaluation process
    and knowing how to produce the necessary data input for the process;

8.  *Competency identification skill*...identifying the knowledge and
    skill requirements of jobs, tasks & roles.

9.  *Computer competence*...understanding and being able to use
    computers;

10. *Conflict resolution*...identify the components of conflict and
    various options that may facilitation resolution;

11. *Counselling skill*...helping individuals recognise and understand
    personal needs, values, problems, alternatives and goals;

12. *Cost benefit analysis skill*...assessing alternatives in terms of
    their financial, psychological and strategic advantages and
    disadvantages;

13. *Data reduction skill*...scanning, synthesising and drawing
    conclusions from data;

14. *Delegation skill*...assigning task responsibility and authority to
    others;

15. *Facilities skill*...planning and coordinating logistics in an
    efficient and cost effective manner;

16. *Feedback skill*...communication opinions, observations and
    conclusions such that they are understood;

17. *Futuring skill*...projecting trends and visualising possible and
    probably futures and their implications;

18. *Government regulations*...identify what regulations impact training
    and development activities;

19. *Group process skill*...influencing groups to both accomplish tasks
    and fulfil the needs of their members;

20. *Human Relations...*Knowing what factors affect interpersonal
    relations and what can be done to improve them.

21. *Industrial Relations...*Understanding the distinctions between
    formal and informal industrial relations and their implications.

22. *Industry Understanding...*Knowing the key concepts and variables
    that define an industry or sector (eg, critical issues, economic
    vulnerabilities, measurements, distribution channels, inputs,
    outputs, information sources).

23. *Intellectual Versatility...*Recognising, exploring and using a
    broad range of ideas and practices. Thinking logically and
    creatively without undue influence from personal biases.

24. *Library Skills...*Gathering information from printed and other
    sources. Identifying and using information specialists and reference
    services and aids.

25. *Marketing Management...*Knowing the various tasks associated with
    marketing and their impact on training and development operations.

26. *Model Building Skill...*Developing theoretical and practical
    frameworks that describe complex ideas in understandable, usable
    ways.

27. *Motivating...*Knowing the concepts of motivation and when the
    various stimuli are appropriate.

28. *Negotiation Skill...*Securing win-win agreements while successfully
    representing a special interest in a decision situation.

29. *Networking...*Understanding the concept and benefits.

30. *Objectives Preparation Skill...*Preparing clear statements which
    describe desired outputs.

31. *Operations Subject Material...*Understanding the operations
    functions that are being taught.

32. *Oral Communication...*Knowing the various factors that affect oral
    communicating and what can be done to improve the effectiveness.

33. *Organisation Behaviour Understanding...*Seeing organisations as
    dynamic, political, economic and social systems which have multiple
    goals, using this larger perspective as a framework for
    understanding and influencing events and change.

34. *Organisation Understanding...*Knowing the strategy, structure,
    power networks, financial position, systems of a specific
    organisation.

35. *Performance Observation Skills...*Tracking and describing
    behaviours and their effects.

36. *Personnel/HR Field Understanding...*Understanding issues and
    practices in other HR areas (Organisation Development, Organisation
    Job Design, Human Resource Planning, Selection and Staffing,
    Personnel Research and Information Systems, Compensation and
    Benefits, Employee Assistance, Union/Labour Relations).

37. *Policies Procedures...*Knowing the various policies and procedures
    that affect training and development activities.

38. *Presentation Skills...*Verbally presenting information such that
    the intended purpose is achieved.

39. *Problem Solving...*Know the rational thinking processes that assist
    problem solving.

40. *Questioning Skill...*Knowing how adults acquire and use knowledge,
    skills, attitudes. Understanding individual differences in learning.

41. *Records Management Skill...*Storing data in easily retrievable
    form.

42. *Recruitment Selection...*Know the organisation policies on
    selection/recruitment.

43. *Relationship Versatility...*Adjusting behaviour in order to
    establish relationships across a broad range of people and groups.

44. *Research Skills...*Selecting, developing and using methodologies,
    statistical and data collection techniques for a formal inquiry.

45. *Social Legislation...*Know what social legislation has impact on
    training and development activities and the appropriate actions.

46. *Specialised Specific Subject Material...*Having the necessary
    skills and knowledge for the preservation of the required training
    (that is not operational, trade or technical).

47. *Team Building...*Knowing what factors inhibits team effectiveness
    and what can be done to promote teamwork.

48. *Education, Training and Development Field Understanding...*Knowing
    the technological, social, economic, professional and regulatory
    issues in the field; understanding the role Education, Training &
    Development plays in helping individuals learn for current and
    future jobs.

49. *Education, Training and Development Techniques
    Understanding...*Knowing the techniques and methods used in
    education and training; understanding their appropriate uses.

50. *Technical Subject Material...*Understanding the technical functions
    that are being taught.

51. *Organisation specific subject material...*Understanding the
    organisation specific functions that are being taught.

52. *Writing Skills...*Preparing written material which follows
    generally accepted rules of style and form, is appropriate for the
    audience, creative and accomplishes its intended purposes.

**Commentary**

In appendix one I provide examples of the behaviour that would
illustrate basic, intermediate and advanced levels of competence.
Behavioural descriptions make the task of competency assessment easier
than if one just had a competency element description with no examples
how this could be seen in practice.

In appendix two are specific simple position guides that illustrate the
particular industrial application. In the roles/competencies matrix the
staff were asked to indicate what competencies they believed they were
accountable for achieving in their current position. They were also
asked to assess their current level of competence in each 'essential'
and 'desired' competency as that formed the basis of their personal
development plan. They were advised that if they assessed their own
competence as being higher than it really was it would be to their own
disadvantage as they would not then get access to the necessary
development opportunities. I believe that without exception everyone
either assessed their current levels of competency correctly or they
were 'harsh' on themselves and assessed it lower than it actually was.

When looking at the competencies some people have said to me that they
believed that any teacher, trainer, instructor could put the view that
they should be competent in all of the competencies. If all of the staff
were competent in all of the competencies that would be 'nice' but not
necessary and it has some significant industrial implications. If all of
the staff were competent in all of the competencies then they all would
have a 'work value' case and have some expectation that they would all
be paid at the same level.

# Conclusion

Many people will have ideas about what additional competencies could or
should be added and I hope that is the case as I would like to see
further research into this concept and its application; and this model
would also be useful as a source for further academic research.

It is a model based on a significant number of respondents and as such
is a useful model for use in a number of ways. The applications can
include: recruitment, selection, development and separation. For further
information please contact:

Mr John Lunn

School of Public Health

Faculty of Health Studies

Charles Sturt University

Panorama Avenue

Bathurst

New South Wales

Australia 2795

Tel: 02 63384639

E-mail jlunn@csu.edu.au

**\
**

**APPENDIX ONE**

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 1.  *Acting     | When asked to,  | When asked she  | Given a        |
|                 | he can          | *can identify*  | project        |
|   Listening...* | *describe* what | when active     | involving      |
|                 | is meant by     | listening       | verbal         |
| Knowing what    | active          | principles are  | communication  |
| actions can be  | listening.      | being used.     | training she   |
| taken that will |                 |                 | *reviews the   |
| make the        | In a            | When engaged in | literature* on |
| listening       | *discussion or  | a conversation  | active         |
| aspect of       | verbal          | he *uses the    | listening and  |
| verbal          | communication*  | appropriate     | *prepares a    |
| communication   | she can         | active          | paper on the   |
| more effective. | *describe* the  | listening       | training and   |
|                 | ways in which   | techniques.*    | the*           |
|                 | listening can   |                 | resolution of  |
|                 | be made more    | He can conduct  | any associated |
|                 | effective.      | training        | problems.      |
|                 |                 | sessions on     |                |
|                 |                 | active          | Involved in a  |
|                 |                 | listening.      | meting with    |
|                 |                 |                 | senior         |
|                 |                 |                 | managers he    |
|                 |                 |                 | can encourage  |
|                 |                 |                 | effective      |
|                 |                 |                 | listening in a |
|                 |                 |                 | way that is    |
|                 |                 |                 | welcomed by    |
|                 |                 |                 | the group.     |
|                 |                 |                 |                |
|                 |                 |                 | She can train  |
|                 |                 |                 | other trainers |
|                 |                 |                 | in how to      |
|                 |                 |                 | teach          |
|                 |                 |                 | effective      |
|                 |                 |                 | listening.     |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 2.  *           | Given a program | She can         | He *reviews*   |
| Administration* | to run *he      | *resolve any    | the            |
|                 | completes the   | concerns* about | administration |
| Understanding   | required        | any of the      | procedures     |
| the various     | administration* | administration  | being used and |
| administrative  | tasks           | details.        | *organises for |
| tasks that are  | associated with |                 | improvements   |
| associated with | the course.     | He can          | to be          |
| the             |                 | *identify where | implemented.*  |
| implementation  |                 | specific tasks  |                |
| of education,   |                 | may be          | She is         |
| training and    |                 | simplified.*    | conversant     |
| development.    |                 |                 | with *new      |
|                 |                 |                 | administration |
|                 |                 |                 | methodology*   |
|                 |                 |                 | and implements |
|                 |                 |                 | it when it is  |
|                 |                 |                 | appropriate.   |
|                 |                 |                 |                |
|                 |                 |                 | She produces   |
|                 |                 |                 | new            |
|                 |                 |                 | administration |
|                 |                 |                 | policies for   |
|                 |                 |                 | the            |
|                 |                 |                 | organisation.  |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 3.  *Adult      | When preparing  | In order to     | Computer users |
|     Learning    | visuals for a   | assure that the | complain that  |
|                 | presentation,   | managers        | the written    |
|  Understanding* | he assures that | participating   | instruction    |
|                 | there are *no   | in a management | and            |
| Knowing how     | more than five  | development     | information    |
| adults acquire  | to seven*       | program get the | provided is    |
| and use         | points on each  | most out of     | too confusing. |
| knowledge,      | slide.          | their learning, | The learning   |
| skills, and     |                 | she develops a  | specialist     |
| attitudes.      | Knowing that    | half-day module | reviews the    |
| Understanding   | support and     | on *how to self | manuals,       |
| individual      | review are      | manage their    | interviews     |
| differences in  | *important      | learning        | user reps. She |
| learning.       | after a         | process.* The   | *then develops |
|                 | learning        | module is       | a workshop     |
|                 | experience,*    | designed *to be | entitled \"How |
|                 | she implements  | highly          | to teach       |
|                 | a series of     | participative*  | adults about   |
|                 | *follow-up      | and presents    | computers\",*  |
|                 | brochures that  | the latest      | complete with  |
|                 | review key      | findings about  | a set of job   |
|                 | points and      | *how adults     | aids for       |
|                 | application     | learn.*         | interpreting   |
|                 | ideas* from a   |                 | the manuals.   |
|                 | course.         | When asked to   |                |
|                 |                 | develop a       | A teacher or   |
|                 |                 | career          | Training &     |
|                 |                 | development     | Development    |
|                 |                 | program, he     | specialist     |
|                 |                 | develops a      | interested in  |
|                 |                 | program that    | exploring the  |
|                 |                 | *uses           | applications   |
|                 |                 | participative   | of a broad     |
|                 |                 | methods,        | range of       |
|                 |                 | learning        | learning       |
|                 |                 | contracts and   | theories to    |
|                 |                 | continuing      | the education  |
|                 |                 | learning        | training and   |
|                 |                 | plans.*         | development    |
|                 |                 |                 | field, invites |
|                 |                 | A writer        | *10 leading    |
|                 |                 | preparing a     | learning       |
|                 |                 | self-study      | theorists* to  |
|                 |                 | manual for      | be featured at |
|                 |                 | experienced     | a one-day      |
|                 |                 | nurses includes | seminar. The   |
|                 |                 | action planning | EDUCATION      |
|                 |                 | modules at the  | TRAINING &     |
|                 |                 | end of each     | DEVELOPMENT    |
|                 |                 | section to      | specialist     |
|                 |                 | *assure that    | *identifies    |
|                 |                 | the nurses have | the issues to  |
|                 |                 | a formal        | be addressed   |
|                 |                 | opportunity to  | and moderates  |
|                 |                 | relate the      | and provides   |
|                 |                 | theories to     | commentary on  |
|                 |                 | their own       | discussions    |
|                 |                 | practices.*     | during the     |
|                 |                 |                 | meeting.*      |
|                 |                 | Etc.            |                |
|                 |                 |                 | *Etc.*         |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 4.  *A/V Skill* | When asked to   | Given a request | When asked to  |
|                 | provide media   | for television  | develop a      |
| Selecting and   | support for a   | support and an  | media          |
| using audio     | product         | outline for a   | presentation   |
| visual hardware | information     | new three       | strategy for a |
| and software.   | course, he      | lesson course   | sales training |
|                 | selects         | on operating a  | program which  |
|                 | *overhead       | tyre retreading | will be sold   |
|                 | transparencies  | machine, she    | to companies   |
|                 | and flip        | *prepares a     | across the     |
|                 | charts* as the  | shooting plan   | country, he    |
|                 | major visual    | for the shows   | determines     |
|                 | aids because    | and makes       | *content for   |
|                 | the content     | suggestions for | visual aids,   |
|                 | will be         | added visual    | designs and    |
|                 | frequently      | material* to    | constructs a   |
|                 | revised and     | improve the     | video feedback |
|                 | delivery sites  | shows.          | process,       |
|                 | are only        |                 | prepares       |
|                 | equipped with   | When a new      | scripts and    |
|                 | overhead        | two-projector   | supervises the |
|                 | projectors and  | programming     | shooting and   |
|                 | easels.         | device is       | taping of a    |
|                 |                 | purchased, he   | 35mm slide     |
|                 | A modification  | *retrays and    | tape support   |
|                 | is made in the  | reprograms* all | program.*      |
|                 | power supply of | current single  |                |
|                 | small computers | projector       | Faced with the |
|                 | necessitating a | shows, *making  | need to        |
|                 | change in the   | minor           | simultaneously |
|                 | m               | soundtrack and  | introduce a    |
|                 | anager-training | slide changes*  | new major      |
|                 | course. From    | as needed to    | product she    |
|                 | information     | revise the      | sets           |
|                 | supplied by the | shows to the    | communications |
|                 | engineering     | new format.     | goals,         |
|                 | department, she |                 | supervises     |
|                 | *makes the      | After a         | concept and    |
|                 | appropriate     | Division takes  | *script        |
|                 | changes to the  | over a smaller  | development of |
|                 | overhead        | one, the        | a              |
|                 | masters* used   | TRAINING &      | m              |
|                 | in the compute  | DEVELOPMENT     | ulti-projector |
|                 | repair training | specialist      | presentation   |
|                 | courses and     | *designs and    | and            |
|                 | *has new        | produces a      | videotapes* in |
|                 | overhead        | four-projector  | three          |
|                 | materials       | show* that      | languages,     |
|                 | produced* and   | portrays the    | *arranges and  |
|                 | distributed to  | Division\'s     | monitors       |
|                 | all             | capabilities    | production,*   |
|                 | instructors.    | and history.    | of each        |
|                 |                 |                 | presentation.  |
|                 | She can use a   | He can design   |                |
|                 | 'power point'   | and produce an  | A manager      |
|                 | presentation    | appropriate     | selects *A/V   |
|                 | and go          | 'power point'   | equipment* for |
|                 | backwards and   | presentation    | a large new    |
|                 | forwards        | and problem     | training       |
|                 | through the     | solve any       | centre so that |
|                 | presentation to | issues arising  | the centre is  |
|                 | revise points   | from the 'data  | capable of     |
|                 | or answer       | projector' and  | *supporting    |
|                 | questions.      | the             | tel            |
|                 |                 | presentation    | econferencing, |
|                 | Etc.            | source.         | interactive    |
|                 |                 |                 | video,         |
|                 |                 |                 | computer aided |
|                 |                 |                 | instruction    |
|                 |                 |                 | and a variety  |
|                 |                 |                 | of film, slide |
|                 |                 |                 | and multimedia |
|                 |                 |                 | needs.* He     |
|                 |                 |                 | assures that   |
|                 |                 |                 | the layout,    |
|                 |                 |                 | engineering    |
|                 |                 |                 | and loading    |
|                 |                 |                 | capability of  |
|                 |                 |                 | the facility   |
|                 |                 |                 | will *support  |
|                 |                 |                 | advanced       |
|                 |                 |                 | equipment.*    |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 5.  *Career     | He develops a   | The             | Management has |
|     Development | simple one-page | organisation    | previously     |
|     Knowledge*  | aid to help     | has adopted     | given no       |
|                 | individuals     | upward mobility | support to an  |
| Understanding   | *identify their | policies. He    | existing       |
| the personal    | personal        | works with      | career         |
| and             | skills, values  | groups of       | development    |
| organisational  | and career      | clerical people | program and    |
| issues and      | goals.*         | *to help them   | actively       |
| practices       |                 | analyse skills, | resists        |
| relevant to     | A management    | life values,    | participating. |
| individual      | trainee has     | goals and to    | She *evaluates |
| careers.        | trouble         | identify        | the current    |
|                 | defining a      | possible career | program        |
|                 | career path.    | paths.*         | against        |
|                 | She helps her   |                 | several        |
|                 | see that it is  | After a major   | st             |
|                 | at least as     | reorganisation, | ate-of-the-art |
|                 | *important to   | she *changes    | programs       |
|                 | be able to      | the company     | incorporates   |
|                 | describe the    | career          | new career     |
|                 | criteria for    | information     | development    |
|                 | selecting jobs  | booklet* to     | methods and    |
|                 | as it is to     | reflect the     | techniques,    |
|                 | know the career | changes. She    | and implements |
|                 | moves to plan   | also notes the  | a plan* which  |
|                 | for in the      | *potential      | is accepted at |
|                 | future.*        | impact of the   | all levels of  |
|                 |                 | changes on      | management.    |
|                 | Etc.            | career          |                |
|                 |                 | opportunities*  | Management     |
|                 |                 | in the company. | requests a     |
|                 |                 |                 | career         |
|                 |                 | The TRAINING &  | development    |
|                 |                 | DEVELOPMENT     | strategy       |
|                 |                 | manager         | proposal that  |
|                 |                 | *discusses      | will allow     |
|                 |                 | career issues   | people to move |
|                 |                 | with            | laterally and  |
|                 |                 | individuals in  | vertically. He |
|                 |                 | her department  | identifies the |
|                 |                 | at their        | key competency |
|                 |                 | request.* She   | requirements   |
|                 |                 | provides        | of all         |
|                 |                 | feedback on how | departments    |
|                 |                 | she sees their  | and management |
|                 |                 | skills, style   | levels and     |
|                 |                 | and visibility; | recommends a   |
|                 |                 | guides them     | *co            |
|                 |                 | through         | mpetency-based |
|                 |                 | self-assessment | promotion      |
|                 |                 | and goal        | strategy that  |
|                 |                 | setting;        | will enable    |
|                 |                 | recommends      | people to move |
|                 |                 | resources to    | across         |
|                 |                 | use for         | divisions.*    |
|                 |                 | information or  |                |
|                 |                 | development,    | In a growing   |
|                 |                 | and provides    | organisation,  |
|                 |                 | various kinds   | goals are      |
|                 |                 | of development  | established    |
|                 |                 | support.        | for succession |
|                 |                 |                 | planning to    |
|                 |                 | Etc.            | achieve        |
|                 |                 |                 | management     |
|                 |                 |                 | continuity. As |
|                 |                 |                 | part of this   |
|                 |                 |                 | effort, she    |
|                 |                 |                 | develops an    |
|                 |                 |                 | assessment     |
|                 |                 |                 | centre program |
|                 |                 |                 | which helps    |
|                 |                 |                 | assess core    |
|                 |                 |                 | management     |
|                 |                 |                 | skills and     |
|                 |                 |                 | which also     |
|                 |                 |                 | *includes a    |
|                 |                 |                 | career planing |
|                 |                 |                 | module which   |
|                 |                 |                 | among other    |
|                 |                 |                 | things, helps  |
|                 |                 |                 | participants   |
|                 |                 |                 | consider       |
|                 |                 |                 | whether or not |
|                 |                 |                 | they really    |
|                 |                 |                 | want to move   |
|                 |                 |                 | up in the      |
|                 |                 |                 | organisation,  |
|                 |                 |                 | make lateral   |
|                 |                 |                 | moves, stay in |
|                 |                 |                 | their current  |
|                 |                 |                 | job or take    |
|                 |                 |                 | other career   |
|                 |                 |                 | steps.*        |
|                 |                 |                 |                |
|                 |                 |                 | *Etc.*         |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 6.  *Coaching,  | When he is      | She *uses       | She can        |
|     teaching    | asked he *can   | teaching,       | conduct a      |
|     and         | describe the    | coaching and    | presentation   |
|     Training*   | difference*     | training        | on teaching,   |
|                 | between         | techniques* in  | coaching and   |
| Understanding   | teaching,       | appropriate     | training to    |
| the distinction | coaching and    | situations.     | training       |
| between         | training.       |                 | managers that  |
| coaching,       |                 | He can          | is received as |
| teaching and    | In discussion   | *demonstrate    | *authoritative |
| training and    | on coaching she | the different   | and well       |
| knowing when    | can *describe   | techniques* to  | informed.*     |
| one is more     | the indicators* | other training  |                |
| appropriate     | of when each is | and development | He plans and   |
| than the other. | appropriate.    | staff.          | organises a    |
|                 |                 |                 | *strategic     |
|                 |                 |                 | program for    |
|                 |                 |                 | coaching*      |
|                 |                 |                 | across all     |
|                 |                 |                 | divisions of   |
|                 |                 |                 | an             |
|                 |                 |                 | organisation.  |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 7.              | When asked he   | She can *teach  | *He            |
|   *Compensation | can *describe   | other people*   | understands    |
|                 | the job         | how the job     | the            |
|    Benefits...* | evaluation      | evaluation      | distinctions   |
|                 | process* that   | process works.  | between        |
| Understanding   | is used.        |                 | various job    |
| the job         |                 | He can take     | evaluation     |
| evaluation      | She can         | data that is    | processes* and |
| process and     | *describe what  | expressed in an | can explain    |
| knowing how to  | pieces of data  | inappropriate   | them to groups |
| produce the     | need to be      | way and         | of             |
| necessary data  | provided* for   | *convert it     | remuneration   |
| input for the   | the job         | into meaningful | /communication |
| process.        | evaluation      | data.*          | managers.      |
|                 | process.        |                 |                |
|                 |                 | She is asked to | She provides   |
|                 |                 | be member of    | *advice on the |
|                 |                 | job evaluation  | strategic      |
|                 |                 | teams.          | implications*  |
|                 |                 |                 | of             |
|                 |                 |                 | compensation   |
|                 |                 |                 | benefits       |
|                 |                 |                 | processes.     |
|                 |                 |                 |                |
|                 |                 |                 | He can *modify |
|                 |                 |                 | a system* to   |
|                 |                 |                 | suit an        |
|                 |                 |                 | o              |
|                 |                 |                 | rganisation\'s |
|                 |                 |                 | requirement.   |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 8.  *Competency | When writing a  | Given a list of | When asked to  |
|                 | course on       | competency      | help design a  |
|  Identification | interpersonal   | requirements    | career         |
|     Skills*     | skills for      | for marketing   | development    |
|                 | ticket agents,  | people in a     | system for the |
| Identifying the | he *breaks the  | large retail    | Marketing      |
| knowledge and   | skills          | organisation,   | function, he   |
| skill           | identified in   | she *develops   | works with     |
| requirements of | the needs       | behavioural     | management and |
| jobs tasks      | analysis into   | examples of     | marketing      |
| roles.          | smaller units*  | excellent       | experts to     |
|                 | so they will be | performance     | define what    |
|                 | easier to       | that reliably   | performance    |
|                 | present and     | and validly     | will           |
|                 | understand.     | demonstrates*   | characterise   |
|                 |                 | various levels  | marketing      |
|                 | When asked to   | of each         | excellence in  |
|                 | help develop a  | competency.     | the future. He |
|                 | program to      |                 | then *helps    |
|                 | develop the     | After she       | identify the   |
|                 | math skills     | reviews the     | knowledge and  |
|                 | relevant to     | list of tasks   | skills that    |
|                 | maintaining a   | an airline      | underlie       |
|                 | computer, she   | pilot must      | excellent      |
|                 | first reviews   | perform, she    | performance.*  |
|                 | the operations  | points out *the | These become   |
|                 | manual and      | skill and       | the basis for  |
|                 | *identifies     | knowledge       | subsequent     |
|                 | those           | themes that cut | decisions abut |
|                 | activities that | across tasks.*  | the career     |
|                 | require math    |                 | program.       |
|                 | skills.*        | When a series   |                |
|                 |                 | of new          | A large        |
|                 | Etc.            | accounting      | department     |
|                 |                 | procedures is   | that is        |
|                 |                 | introduced to   | anticipating   |
|                 |                 | an auditing     | heavy          |
|                 |                 | firm, he        | management     |
|                 |                 | reviews the     | turnover from  |
|                 |                 | processes and   | retirement     |
|                 |                 | works with an   | asks the       |
|                 |                 | audit partner   | TRAINING &     |
|                 |                 | *to identify    | DEVELOPMENT    |
|                 |                 | the knowledge   | department to  |
|                 |                 | and skills*     | propose a      |
|                 |                 | that the        | strategy for   |
|                 |                 | audit-training  | developing     |
|                 |                 | program must    | managers       |
|                 |                 | address to      | internally.    |
|                 |                 | support the     | The TRAINING & |
|                 |                 | change.         | DEVELOPMENT    |
|                 |                 |                 | specialists    |
|                 |                 | Etc.            | assigned to    |
|                 |                 |                 | the task       |
|                 |                 |                 | interview      |
|                 |                 |                 | current        |
|                 |                 |                 | managers,      |
|                 |                 |                 | review the     |
|                 |                 |                 | departments    |
|                 |                 |                 | long and short |
|                 |                 |                 | range plans,   |
|                 |                 |                 | study the      |
|                 |                 |                 | successful     |
|                 |                 |                 | managers who   |
|                 |                 |                 | are most       |
|                 |                 |                 | thought to be  |
|                 |                 |                 | models for     |
|                 |                 |                 | tomorrow, and  |
|                 |                 |                 | *recommend the |
|                 |                 |                 | ten            |
|                 |                 |                 | competencies   |
|                 |                 |                 | which will be  |
|                 |                 |                 | most valuable  |
|                 |                 |                 | to the         |
|                 |                 |                 | organisation   |
|                 |                 |                 | in the         |
|                 |                 |                 | future.*       |
|                 |                 |                 |                |
|                 |                 |                 | When a large   |
|                 |                 |                 | sales          |
|                 |                 |                 | department is  |
|                 |                 |                 | decentralised  |
|                 |                 |                 | and asked to   |
|                 |                 |                 | add service to |
|                 |                 |                 | its            |
|                 |                 |                 | res            |
|                 |                 |                 | ponsibilities, |
|                 |                 |                 | the TRAINING & |
|                 |                 |                 | DEVELOPMENT    |
|                 |                 |                 | specialist is  |
|                 |                 |                 | asked to *help |
|                 |                 |                 | identify the   |
|                 |                 |                 | skills that    |
|                 |                 |                 | will be        |
|                 |                 |                 | needed.* Since |
|                 |                 |                 | there are no   |
|                 |                 |                 | models to      |
|                 |                 |                 | study in the   |
|                 |                 |                 | existing       |
|                 |                 |                 | organisation,  |
|                 |                 |                 | *she studies   |
|                 |                 |                 | several other  |
|                 |                 |                 | companies      |
|                 |                 |                 | whose sales    |
|                 |                 |                 | organisations  |
|                 |                 |                 | have similar   |
|                 |                 |                 | challenges,    |
|                 |                 |                 | and develops a |
|                 |                 |                 | competency     |
|                 |                 |                 | model* which   |
|                 |                 |                 | is             |
|                 |                 |                 | successfully   |
|                 |                 |                 | used to hire   |
|                 |                 |                 | and develop    |
|                 |                 |                 | new sales      |
|                 |                 |                 | reps.          |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 9.  *Computer   | After           | When the media  | When           |
|     Competence* | participating   | specialist is   | management     |
|                 | in a short      | asked to        | requests a     |
| Understanding   | training course | convert a       | computer       |
| and being able  | about the       | traditional     | assisted       |
| to use          | computer, the   | classroom       | program to     |
| computers.      | instructor      | course to a     | teach          |
|                 | *teaches two    | *computer-aided | strategic      |
|                 | people how to   | course*         | planning to    |
|                 | enter and edit  | suitable for    | executives,    |
|                 | data.*          | individual      | the program    |
|                 |                 | instruction,    | designer       |
|                 | After she has   | she prepares    | designs an     |
|                 | completed a     | *steps and a    | *interactive   |
|                 | course in the   | flow chart for  | video program  |
|                 | use of the      | writers to use* | where the      |
|                 | computer in     | in preparing    | com            |
|                 | adult           | the program.    | puter-assisted |
|                 | education, the  |                 | learning       |
|                 | writer *selects | When she is     | components*    |
|                 | existing        | told that the   | access the     |
|                 | software to     | computer        | company\'s     |
|                 | help her use    | analysis of a   | marketing and  |
|                 | the computer to | set of data is  | finance        |
|                 | provide drill   | incorrect, the  | database.      |
|                 | and practice*   | instructor      |                |
|                 | in a course     | *de-bugs the    | When a new     |
|                 | module.         | program* and    | computer is    |
|                 |                 | teaches the     | made available |
|                 | Etc.            | learner *how to | to the         |
|                 |                 | interpret error | training       |
|                 |                 | messages* and   | department, a  |
|                 |                 | thus save time  | program        |
|                 |                 | in the future.  | designer       |
|                 |                 |                 | *builds a      |
|                 |                 | When a teacher  | relational     |
|                 |                 | is asked to     | database of    |
|                 |                 | help identify   | existing       |
|                 |                 | the potential   | instructional  |
|                 |                 | uses of         | material* and  |
|                 |                 | computers in    | develops a set |
|                 |                 | their           | of production  |
|                 |                 | department, he  | *guidelines*   |
|                 |                 | discusses the   | that can be    |
|                 |                 | long-run costs  | followed in    |
|                 |                 | and benefits of | the future *to |
|                 |                 | *computer-aided | easily         |
|                 |                 | instruction,    | incorporate    |
|                 |                 | interactive     | new modules    |
|                 |                 | computer video  | into the       |
|                 |                 | and computer    | system.*       |
|                 |                 | managed         |                |
|                 |                 | instruction*    | When asked to  |
|                 |                 | compared to the | evaluate a     |
|                 |                 | other learning  | computer-based |
|                 |                 | modes his       | training       |
|                 |                 | department      | program to     |
|                 |                 | would use if    | train foremen  |
|                 |                 | the computer    | across the     |
|                 |                 | were not        | State in       |
|                 |                 | available.      | supervising a  |
|                 |                 |                 | new process,   |
|                 |                 | Etc.            | he develops    |
|                 |                 |                 | *              |
|                 |                 |                 | computer-aided |
|                 |                 |                 | testing        |
|                 |                 |                 | modules* to    |
|                 |                 |                 | incorporate in |
|                 |                 |                 | the program    |
|                 |                 |                 | and selects    |
|                 |                 |                 | and sets up    |
|                 |                 |                 | the use of a   |
|                 |                 |                 | *statistical   |
|                 |                 |                 | software       |
|                 |                 |                 | package to     |
|                 |                 |                 | process the    |
|                 |                 |                 | data.*         |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 10. *Conflict   | When asked she  | He can *design  | When she is    |
|     Resolution* | can *define     | a session* on   | involved in a  |
|                 | conflict.*      | conflict        | meeting with   |
| Identify the    |                 | resolution.     | senior         |
| components of   | He can          |                 | managers, she  |
| conflict and    | *describe       | She can         | can *implement |
| various options | various         | *conduct a      | successfully   |
| that may        | options* that   | training        | some conflict  |
| facilitate      | may facilitate  | session* on     | resolution     |
| resolution.     | conflict        | conflict        | tactics.*      |
|                 | resolution.     | resolution that |                |
|                 |                 | allows other    | He can get     |
|                 |                 | people to learn | implemented an |
|                 |                 | some skills.    | organisational |
|                 |                 |                 | *policy that   |
|                 |                 |                 | facilitates    |
|                 |                 |                 | conflict       |
|                 |                 |                 | resolution.*   |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 1               | She uses a      | A participant   | When asked to  |
| 1. *Counselling | career planning | in a leadership | help an angry, |
|     Skill*      | kit as an aid   | program is      | shocked fifty  |
|                 | in helping an   | befuddled by    | year old       |
| Helping         | individual who  | survey feedback | ex-executive   |
| individuals     | has sought      | he has gotten   | who has just   |
| recognise and   | career          | from people he  | been fired,    |
| understand      | assistance. She | asked to assess | the specialist |
| personal needs, | *empathises     | his leadership  | *gives him     |
| values,         | with the        | style before    | time to vent   |
| problems,       | employee\'s     | the program.    | his feelings   |
| alternatives    | quandary* and,  | The program     | and concerns*  |
| and goals.      | based on the    | facilitator     | and then       |
|                 | data from       | notices him     | *helps channel |
|                 | interest        | puzzling over   | his energy*    |
|                 | questionnaires, | his data, asks  | into           |
|                 | *helps the      | if she can      | se             |
|                 | employee        | help, *listens  | lf-assessment, |
|                 | explore* a      | to and          | opportunity    |
|                 | variety of      | acknowledges    | search.        |
|                 | suitable new    | his concerns    |                |
|                 | career          | and helps him   | When helping a |
|                 | directions.     | interpret* the  | manager who    |
|                 |                 | results and     | has            |
|                 | When helping an | decide on a     | reluctantly    |
|                 | employee who    | course of       | asked his      |
|                 | has voluntarily | action.         | subordinates   |
|                 | sought career   |                 | to complete a  |
|                 | counselling and | During a series | feedback       |
|                 | eagerly taken   | of discussions  | questionnaire  |
|                 | brief           | with the        | on his         |
|                 | assessment      | training        | management     |
|                 | inventory, he   | manager of a    | practices, the |
|                 | refers to the   | large division, | specialists    |
|                 | interpretation  | the consultant  | first helps    |
|                 | grid            | *finds out the  | him *analyse   |
|                 | accompanying    | manager\'s      | and overcome   |
|                 | the inventory   | concerns about* | his fears and  |
|                 | *and helps the  | the             | resistance to  |
|                 | employee        | organisation    | the feedback.* |
|                 | interpret her   | and *helps her  | Then he        |
|                 | scores.*        | explore*        | reviews the    |
|                 |                 | several options | feedback -     |
|                 | Etc.            | for training    | *helping the   |
|                 |                 | department      | manager        |
|                 |                 | direction.      | understand and |
|                 |                 |                 | internalise*   |
|                 |                 | When            | it by asking   |
|                 |                 | counselling     | him to think   |
|                 |                 | with an         | of critical    |
|                 |                 | individual      | events which   |
|                 |                 | exploring       | the feedback   |
|                 |                 | potential       | seems to       |
|                 |                 | career options, | relate to.     |
|                 |                 | the specialist  |                |
|                 |                 | *puts him       | The specialist |
|                 |                 | through a       | works with an  |
|                 |                 | guided imagery  | executive who  |
|                 |                 | exercise as a   | has just       |
|                 |                 | way of          | completed an   |
|                 |                 | gathering data* | assessment     |
|                 |                 | about the       | centre to help |
|                 |                 | individual\'s   | her develop    |
|                 |                 | career          | action; plans  |
|                 |                 | preferences.    | for improving  |
|                 |                 |                 | skills and     |
|                 |                 | Etc.            | modifying      |
|                 |                 |                 | style. The     |
|                 |                 |                 | executive is   |
|                 |                 |                 | sensitive      |
|                 |                 |                 | about the      |
|                 |                 |                 | assessment     |
|                 |                 |                 | results. The   |
|                 |                 |                 | specialist     |
|                 |                 |                 | takes time     |
|                 |                 |                 | helping her    |
|                 |                 |                 | *air her       |
|                 |                 |                 | concerns and   |
|                 |                 |                 | goals,* asks   |
|                 |                 |                 | for her        |
|                 |                 |                 | *              |
|                 |                 |                 | interpretation |
|                 |                 |                 | of the         |
|                 |                 |                 | results, and   |
|                 |                 |                 | helps set long |
|                 |                 |                 | and short-term |
|                 |                 |                 | goals which    |
|                 |                 |                 | the executive  |
|                 |                 |                 | feels she can  |
|                 |                 |                 | and wants to   |
|                 |                 |                 | achieve.*      |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 12. *Cost       | When asked to   | During a        | As part of her |
|     Benefit     | compare the     | critical stage  | annual report  |
|     Analysis    | costs and       | of a needs      | to management  |
|     Skill*      | benefits of an  | analysis, he    | about the      |
|                 | in-house        | asks a          | effectiveness  |
| Assessing       | training        | cross-section   | of their       |
| alternatives in | program with    | of managers and | department,    |
| terms of their  | the costs and   | technical       | the manager    |
| financial,      | benefits of a   | experts to      | works with the |
| psychological,  | new             | identify the    | department\'s  |
| and strategic   | commercially    | areas where     | accountant to  |
| advantages and  | available       | technical       | *compute the   |
| disadvantages.  | program, she    | performance is  | direct and     |
|                 | notes the       | weakest and to  | indirect costs |
|                 | *similarities   | identify the    | of*            |
|                 | and differences | costs to the    | depart         |
|                 | in objectives   | organisation of | ment-sponsored |
|                 | of the course   | those           | activities.    |
|                 | and calculates  | weaknesses.     | She then       |
|                 | the per person  | Then he         | reviews the    |
|                 | costs of each.* | *compiles the   | data on        |
|                 |                 | results and     | program impact |
|                 | When the        | uses them as a  | collected      |
|                 | training        | basis for       | during and     |
|                 | manager reviews | recommending    | after each     |
|                 | a program,      | areas where*    | program,       |
|                 | budget and      | training can    | *quantifies    |
|                 | financial       | have the *most  | that impact    |
|                 | report, he      | impact.*        | based on       |
|                 | *identifies the |                 | existing       |
|                 | areas where     | When asked to   | assumptions    |
|                 | costs must be   | advise whether  | about the      |
|                 | controlled.*    | a program       | value of       |
|                 |                 | should be       | different      |
|                 | A media         | cancelled or    | kinds of       |
|                 | specialist      | continued, the  | behav          |
|                 | estimates the   | specialist      | iour;/attitude |
|                 | cost of         | reviews         | change to the  |
|                 | producing a     | financial and   | company and    |
|                 | 30-minute       | evaluation      | draws          |
|                 | program on      | reports,        | conclusions    |
|                 | video. She then | assesses the    | about the      |
|                 | recommends film | extent it is    | department\'s  |
|                 | because *even   | achieving its   | overall        |
|                 | though it will  | objectives, and | c              |
|                 | be more         | *compares the   | ontributions.* |
|                 | expensive to    | cost with       |                |
|                 | produce, it     | performance on  | A manager who  |
|                 | will be useable | objectives.*    | must help      |
|                 | on existing     |                 | quote a price  |
|                 | equipment.*     | In a major      | for developing |
|                 |                 | presentation of | a new six      |
|                 | Etc.            | a new           | module course  |
|                 |                 | instructional   | for production |
|                 |                 | system, he      | supervisors,   |
|                 |                 | talks with his  | analyses the   |
|                 |                 | audience about  | costs          |
|                 |                 | the *pricing of | associated     |
|                 |                 | programs in     | with preparing |
|                 |                 | light of the    | a design,      |
|                 |                 | benefits that   | developing     |
|                 |                 | other companies | materials,     |
|                 |                 | in their        | piloting the   |
|                 |                 | industry have   | program,       |
|                 |                 | experienced     | packaging it,  |
|                 |                 | from earlier    | training the   |
|                 |                 | versions of the | trainers, and  |
|                 |                 | program.*       | conducting     |
|                 |                 |                 | on-going       |
|                 |                 | Etc.            | evaluation. He |
|                 |                 |                 | *compares      |
|                 |                 |                 | these costs    |
|                 |                 |                 | with savings   |
|                 |                 |                 | estimates from |
|                 |                 |                 | improved       |
|                 |                 |                 | productivity   |
|                 |                 |                 | and proposes a |
|                 |                 |                 | course price.* |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 13. *Data       | A program       | In order to     | In order to    |
|     Reduction   | designer        | assess the      | prepare the    |
|     Skill*      | reviews the     | effectiveness   | strategic plan |
|                 | subject matter  | of a new        | for training   |
| Scanning,       | available for   | computer        | and            |
| synthesising    | inclusion in a  | technology      | development,   |
| and drawing     | course on       | course, she     | the manager    |
| conclusions     | negotiating. He | *interprets     | reviews a      |
| from data.      | *selects the    | text results*   | 2,000 page     |
|                 | material, which | using           | summary of     |
|                 | is most         | standardised    | ten-year       |
|                 | relevant* to    | data provided   | projections.   |
|                 | the course      | for a           | He then        |
|                 | objectives and  | comparable      | *identifies    |
|                 | purpose.        | population.     | the ten major  |
|                 |                 |                 | new            |
|                 | When asked to   | Given data from | development    |
|                 | develop         | a follow-up     | issues which   |
|                 | improvements to | evaluation      | most of the    |
|                 | an existing     | study of a      | divisions will |
|                 | program, he     | management      | face.*         |
|                 | *reads a        | development     |                |
|                 | program         | program, he     | When she is    |
|                 | evaluation      | *scans the      | asked to       |
|                 | report and      | interview and   | interpret the  |
|                 | develops clear  | observation     | raw data from  |
|                 | conclusions*    | data and        | an             |
|                 | about what      | separates the   | ill-designed   |
|                 | needs to be     | changes which   | thee-year      |
|                 | changed.        | are most        | study of the   |
|                 |                 | likely* due to  | effects of     |
|                 | When asked to   | the influence   | entry level    |
|                 | identify the    | of the program  | training on    |
|                 | best            | from those      | performance,   |
|                 | electronics     | which were      | she reviews    |
|                 | course for the  | probably caused | factor         |
|                 | company\'s      | by other        | analyses,      |
|                 | needs, she      | factors.        | correlation    |
|                 | develops        |                 | data, turnover |
|                 | criteria for    | She sets out to | data and       |
|                 | selecting a     | assess the      | performance    |
|                 | program,        | effectiveness   | appraisal      |
|                 | *reviews the    | of a sales      | results and    |
|                 | two available   | training        | *identifies    |
|                 | programs        | program. She    | the key        |
|                 | against the     | reviews two     | redesign       |
|                 | criteria* and   | years of *data  | areas* makes   |
|                 | recommends the  | from the        | r              |
|                 | course which is | organisation\'s | ecommendations |
|                 | the best fit.   | files (reaction | for redesign   |
|                 |                 | sheets,         | of the         |
|                 | Etc.            | appraisals,     | program.       |
|                 |                 | development     |                |
|                 |                 | plans,          | Etc.           |
|                 |                 | productivity    |                |
|                 |                 | data from areas |                |
|                 |                 | that have and   |                |
|                 |                 | have not        |                |
|                 |                 | participated in |                |
|                 |                 | the training)*  |                |
|                 |                 | and uses this   |                |
|                 |                 | data to prepare |                |
|                 |                 | a report.       |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 14. *Delegation | She prepares    | A manager who   | A manager who  |
|     Skill*      | guidelines for  | does not trust  | is known for   |
|                 | pulling data    | one of her      | her design     |
| Assigning task  | from a computer | staff\'s        | contributions  |
| responsibility  | printout and    | ability to      | to the field   |
| and authority   | *asks her       | co-ordinate and | recognises     |
| to others.      | secretary to do | manage projects | that she does  |
|                 | the data by     | for the         | all the most   |
|                 | synthesis.*     | department      | exciting       |
|                 |                 | identifies her  | design work    |
|                 | He *assigns     | reasons for     | herself - even |
|                 | responsibility  | feeling         | though her job |
|                 | for conducting* | uncomfortable   | is to manage   |
|                 | a needs         | about           | ten people.    |
|                 | assessment      | delegating work | She decides to |
|                 | survey for the  | tot hat person. | *bite the      |
|                 | department\'s   | She then        | bullet and     |
|                 | secretarial     | directly        | delegate an    |
|                 | staff to his    | discusses her   | attractive     |
|                 | experienced     | concerns with   | design project |
|                 | clerical staff  | the employee    | to one of her  |
|                 | supervisor.     | and works out   | staff.*        |
|                 |                 | an \"if         | Furthermore,   |
|                 | The specialist  | this...then     | she works with |
|                 | prepares        | that...\" *plan | that person to |
|                 | materials and   | to              | develop a      |
|                 | trains foreman  | progressively   | quality        |
|                 | to conduct a    | delegate        | criteria and   |
|                 | basic first aid | greater levels  | provide        |
|                 | course. *Each   | of work         | support but    |
|                 | foreman is      | autonomy.*      | stays out of   |
|                 | delegated the   |                 | the day-to-day |
|                 | responsibility  | The manager     | work even      |
|                 | for scheduling  | *asks one of    | though the     |
|                 | and teaching*   | his technical   | work style of  |
|                 | basic first aid | instructors to  | the designer   |
|                 | to all people   | manage* a       | is quite       |
|                 | on their crews. | training        | different than |
|                 |                 | project which   | hers.          |
|                 | Etc.            | includes        |                |
|                 |                 | planning,       | A manager      |
|                 |                 | organising,     | whose three    |
|                 |                 | testing and     | staff people   |
|                 |                 | monitoring the  | have varying   |
|                 |                 | work of other   | abilities to   |
|                 |                 | technical       | proactively    |
|                 |                 | instructors. He | manage their   |
|                 |                 | discusses the   | work develops  |
|                 |                 | new project     | a *strategy    |
|                 |                 | manager\'s      | for each       |
|                 |                 | fears and       | whereby he     |
|                 |                 | abilities and   | delegates work |
|                 |                 | works with him  | and then       |
|                 |                 | to develop a    | provides the   |
|                 |                 | support plan    | different      |
|                 |                 | for the early   | levels* of     |
|                 |                 | stages of the   | support        |
|                 |                 | project.        | appropriate    |
|                 |                 |                 | for each       |
|                 |                 | A program       | person. His    |
|                 |                 | administrator   | goals - and he |
|                 |                 | *turns the      | tells them     |
|                 |                 | responsibility* | so - is to     |
|                 |                 | for staging the | help them      |
|                 |                 | general         | become         |
|                 |                 | sessions of a   | progressively  |
|                 |                 | conference over | more able to   |
|                 |                 | to a production | make key       |
|                 |                 | company - but   | decisions      |
|                 |                 | provides and    | without his    |
|                 |                 | negotiates very | approval and   |
|                 |                 | specific        | review.        |
|                 |                 | quality         |                |
|                 |                 | criteria.       | *The manager   |
|                 |                 |                 | delegates to a |
|                 |                 | Etc.            | specialist the |
|                 |                 |                 | responsibility |
|                 |                 |                 | for            |
|                 |                 |                 | reviewing,*    |
|                 |                 |                 | assessing and  |
|                 |                 |                 | revising the   |
|                 |                 |                 | training       |
|                 |                 |                 | staff. This    |
|                 |                 |                 | includes       |
|                 |                 |                 | planning and   |
|                 |                 |                 | scheduling     |
|                 |                 |                 | courses,       |
|                 |                 |                 | conducting     |
|                 |                 |                 | needs          |
|                 |                 |                 | assessment,    |
|                 |                 |                 | recruiting and |
|                 |                 |                 | assigning      |
|                 |                 |                 | instructors,   |
|                 |                 |                 | marketing,     |
|                 |                 |                 | logistics      |
|                 |                 |                 | management and |
|                 |                 |                 | evaluation.    |
|                 |                 |                 | *She works     |
|                 |                 |                 | with the       |
|                 |                 |                 | specialist* to |
|                 |                 |                 | develop clear  |
|                 |                 |                 | goals and      |
|                 |                 |                 | indicators to  |
|                 |                 |                 | monitor and is |
|                 |                 |                 | direct about   |
|                 |                 |                 | her            |
|                 |                 |                 | performance    |
|                 |                 |                 | expectations.  |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 15. *Facilities | Given a request | A conference    | Given a rough  |
|     Skill*      | to secure for a | co-ordinator    | floor plan of  |
|                 | workshop of 40  | collects *lists | four rooms in  |
| Planning and    | people which    | of AV needs     | existing       |
| co-ordinating   | will require    | from speakers   | training       |
| logistics in an | four syndicate  | and then        | facilities,    |
| efficient and   | rooms, the      | selects and     | the specialist |
| cost effective  | specialist      | manages an      | reviews        |
| manner.         | reviews the     | equipment       | projected      |
|                 | workshop\'s     | vendor* to      | training and   |
|                 | activities and  | provide all the | related space  |
|                 | *determines the | equipment and   | needs. *He     |
|                 | room sizes and  | technical       | then prepares  |
|                 | equipment       | support needed  | a design for   |
|                 | required.*      | for a 300       | renovation of  |
|                 |                 | person          | space that     |
|                 | Knowing that    | conference.     | integrates AV, |
|                 | the physical    |                 | lighting,      |
|                 | setting of a    | Using an        | writing boards |
|                 | training room   | on-line         | and storage.*  |
|                 | affects the     | information     | The plan meets |
|                 | learning        | service, the    | budget and     |
|                 | environment,    | training        | \"learning     |
|                 | the facilitator | administrator   | atmosphere\"   |
|                 | *rearranges a   | *prepares       | requirements.  |
|                 | room so that    | transportation  |                |
|                 | chairs, easels, | schedules* for  | Faced with     |
|                 | window          | 25 trainees     | immediately    |
|                 | location* are   | from across the | adding 650     |
|                 | more supportive | State who will  | tech service   |
|                 | of the          | attend a local  | reps to an     |
|                 | informal, open  | workshop.       | already        |
|                 | mood she wants  |                 | overloaded     |
|                 | to establish.   | In preparation  | facility, the  |
|                 |                 | for a two week  | specialist     |
|                 | He manages the  | conference in a | *rearranges    |
|                 | ongoing         | single location | load           |
|                 | relationship    | where the       | schedules,     |
|                 | with a hotel    | participants    | rents          |
|                 | whose space is  | will be housed  | additional     |
|                 | under contract  | in various      | housing and    |
|                 | to be used      | hotels away     | arranges meal  |
|                 | weekly for the  | from the        | service and    |
|                 | company\'s      | conference      | transportation |
|                 | training. He    | site, the       | to permit      |
|                 | reviews *space, | co-ordinator    | smooth         |
|                 | equipment,      | *arranges for   | absorption of  |
|                 | power supplies  | sleeping rooms  | overload.*     |
|                 | and service     | and for the     |                |
|                 | available* to   | appropriate     | While working  |
|                 | assure they     | conference      | with a major   |
|                 | meet each       | meeting space   | hotel which    |
|                 | week\'s         | and hotel       | will be the    |
|                 | specifications. | support.* He    | site of a      |
|                 |                 | keeps prices    | technical      |
|                 | Etc.            | within his      | training       |
|                 |                 | budget and gets | conference,    |
|                 |                 | assurances of   | the            |
|                 |                 | quality         | co-ordinator   |
|                 |                 | service.        | *sets up the   |
|                 |                 |                 | plan for       |
|                 |                 | Etc.            | materials      |
|                 |                 |                 | receiving and  |
|                 |                 |                 | storage, power |
|                 |                 |                 | line changes,  |
|                 |                 |                 | room set ups   |
|                 |                 |                 | to meet        |
|                 |                 |                 | speaker        |
|                 |                 |                 | s              |
|                 |                 |                 | pecifications, |
|                 |                 |                 | meal and break |
|                 |                 |                 | logistics and  |
|                 |                 |                 | special check  |
|                 |                 |                 | in             |
|                 |                 |                 | procedures.*   |
|                 |                 |                 | She also       |
|                 |                 |                 | *holds a       |
|                 |                 |                 | special        |
|                 |                 |                 | meeting for    |
|                 |                 |                 | the hotel      |
|                 |                 |                 | staff*         |
|                 |                 |                 | explaining who |
|                 |                 |                 | will be in the |
|                 |                 |                 | group and what |
|                 |                 |                 | quality of     |
|                 |                 |                 | service they   |
|                 |                 |                 | will expect.   |
|                 |                 |                 |                |
|                 |                 |                 | A manager is   |
|                 |                 |                 | asked to help  |
|                 |                 |                 | design and     |
|                 |                 |                 | supervise the  |
|                 |                 |                 | construction   |
|                 |                 |                 | of a new       |
|                 |                 |                 | training       |
|                 |                 |                 | facility. He   |
|                 |                 |                 | determines     |
|                 |                 |                 | *how the       |
|                 |                 |                 | facility will  |
|                 |                 |                 | be used over   |
|                 |                 |                 | time and what  |
|                 |                 |                 | equipment,     |
|                 |                 |                 | learning       |
|                 |                 |                 | approaches and |
|                 |                 |                 | political      |
|                 |                 |                 | issues the     |
|                 |                 |                 | faculty must   |
|                 |                 |                 | support. Then  |
|                 |                 |                 | he             |
|                 |                 |                 | co-ordinates   |
|                 |                 |                 | budget, staff, |
|                 |                 |                 | architects,    |
|                 |                 |                 | contractors    |
|                 |                 |                 | and vendors    |
|                 |                 |                 | throughout the |
|                 |                 |                 | construction.* |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 16. *Feedback   | After observing | Six weeks after | When asked by  |
|     Skill*      | a trainee       | a training      | the Senior     |
|                 | practice a      | program,        | Executive of   |
| Communicating   | series of       | participants    | the            |
| opinions,       | manual          | have reverted   | organisation   |
| observations    | operations, he  | to their former | to give        |
| and conclusions | *informs him    | practices.      | feedback on    |
| such that they  | that he has     | Realising that  | his public     |
| are understood. | accomplished*   | management and  | speaking       |
|                 | each of the     | workflow do not | skills, the    |
|                 | major           | support the     | specialist     |
|                 | activities      | skills taught   | clarifies the  |
|                 | listed on a     | in the program, | criteria he    |
|                 | testing         | the specialist  | will use. He   |
|                 | checklist.      | *meets with     | then observes  |
|                 |                 | management to   | the next       |
|                 | A writer        | communicate his | speeches and   |
|                 | developing a    | observations of | *communicates  |
|                 | programmed      | the situation.* | his            |
|                 | instruction     | They agree that | observations - |
|                 | module prepares | a problem       | supported by   |
|                 | several         | exists.         | concrete       |
|                 | paragraphs that |                 | examples* of   |
|                 | will *provide   | A program       | what was done  |
|                 | helpful         | designer,       | and said in    |
|                 | feedback to     | remembering     | his talks.     |
|                 | students        | experiences he  |                |
|                 | selecting wrong | has had in the  | A middle       |
|                 | answers to test | past where he   | manager        |
|                 | questions.*     | has not         | exhibits       |
|                 |                 | *communicated*  | scepticism and |
|                 | Etc.            | course          | challenges     |
|                 |                 | objectives and  | assessment     |
|                 |                 | content to      | centre data.   |
|                 |                 | those who will  | She *provides  |
|                 |                 | produce his     | specific,      |
|                 |                 | program, meets  | concrete       |
|                 |                 | *regularly with | examples from  |
|                 |                 | those who will  | several        |
|                 |                 | develop his new | assessment     |
|                 |                 | program.* In    | exercises and  |
|                 |                 | those meetings  | from her own   |
|                 |                 | he *talks about | observations   |
|                 |                 | his ideas and   | outside the    |
|                 |                 | gets their      | centre* to     |
|                 |                 | questions and   | support the    |
|                 |                 | ideas.* By the  | conclusions.   |
|                 |                 | time the        |                |
|                 |                 | program is      | Etc.           |
|                 |                 | ready,          |                |
|                 |                 | *everyone is on |                |
|                 |                 | the same        |                |
|                 |                 | wavelength.*    |                |
|                 |                 |                 |                |
|                 |                 | Etc.            |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 17. *Futuring   | Presented with  | She is asked to | The manager    |
|     Skill*      | an economic     | review the      | has noticed    |
|                 | forecast for    | strategic plan  | that her       |
| Projecting      | the next year,  | and to          | organisation   |
| trends and      | he roughly      | recommend the   | has a history  |
| visualising     | *predicts the   | number of       | of being       |
| possible and    | impact on       | executives who  | overly         |
| probable        | training needs* | will need to be | optimistic in  |
| futures and     | in his own      | developed to    | its strategic  |
| their           | company.        | meet the        | planning and   |
| implications.   |                 | company\'s      | frequently has |
|                 | He is invited   | needs in the    | missed         |
|                 | to present a    | next five       | critical       |
|                 | session on the  | years. *The     | employee skill |
|                 | future uses of  | specialist      | shortages and  |
|                 | computer aided  | prepares        | dramatic       |
|                 | instruction. He | projections     | shifts in the  |
|                 | *develops       | based on        | general        |
|                 | scenarios*      | succession      | business       |
|                 | illustrating    | planning        | environment.   |
|                 | new application | information*    | She *prepares  |
|                 | of CAI.         | and on analysis | scenarios of   |
|                 |                 | of the human    | the HR         |
|                 |                 | resource        | problems the   |
|                 |                 | requirements    | company will   |
|                 |                 | implied in the  | face if they   |
|                 |                 | strategic plan. | continue to    |
|                 |                 |                 | ignore labour  |
|                 |                 | As part of the  | projections    |
|                 |                 | Department\'s   | and the        |
|                 |                 | strategic       | potential      |
|                 |                 | planning        | impact* of the |
|                 |                 | process, he     | changing       |
|                 |                 | helps identify  | business       |
|                 |                 | what changes in | environment.   |
|                 |                 | supervisory     |                |
|                 |                 | practices may   | She is asked   |
|                 |                 | occur in the    | to write a     |
|                 |                 | next five       | brief handout  |
|                 |                 | years. Using a  | illustrating   |
|                 |                 | list of         | the            |
|                 |                 | demographic     | implications   |
|                 |                 | changes as a    | of brain       |
|                 |                 | starting point, | research for   |
|                 |                 | he *develops    | adult          |
|                 |                 | two scenarios   | learning. She  |
|                 |                 | illustrating    | reviews the    |
|                 |                 | effective       | literature and |
|                 |                 | supervisory     | writes a paper |
|                 |                 | practices now   | that *predicts |
|                 |                 | and in five     | several new    |
|                 |                 | years.*         | directions     |
|                 |                 |                 | that group     |
|                 |                 | The manager has | learning will  |
|                 |                 | been invited to | take* because  |
|                 |                 | be a member of  | of findings    |
|                 |                 | a national      | from brain     |
|                 |                 | advisory board  | research.      |
|                 |                 | for trainers    |                |
|                 |                 | and is asked to | From a variety |
|                 |                 | chair a         | of forecasting |
|                 |                 | sub-group on    | and futuring   |
|                 |                 | the future of   | sources, he    |
|                 |                 | training. *He   | *synthesises a |
|                 |                 | prepares        | number of one, |
|                 |                 | scenarios       | five and ten   |
|                 |                 | predicting      | year scenarios |
|                 |                 | changes needed  | for his        |
|                 |                 | in the          | company.* The  |
|                 |                 | competencies of | scenarios      |
|                 |                 | trainers* as a  | accurately     |
|                 |                 | result of       | reflect        |
|                 |                 | trends.         | probable       |
|                 |                 |                 | trends and the |
|                 |                 | Etc.            | critical       |
|                 |                 |                 | forces facing  |
|                 |                 |                 | the industry   |
|                 |                 |                 | as a whole.    |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 18. *Government | He can *specify | She             | He *provides   |
|                 | the current     | *incorporates   | advice on what |
|    Regulations* | regulations*    | consideration*  | regulations    |
|                 | that impact on  | of Government   | should be      |
| Identify what   | training and    | regulations in  | formulated* on |
| regulations     | development     | her training    | training and   |
| impact training | activities.     | and development | development    |
| and development |                 | activities.     | activities.    |
| activities.     | She *knows      |                 |                |
|                 | where to        | He can *conduct | She is a       |
|                 | research* the   | training* that  | *member of a   |
|                 | relevant        | explains the    | working party  |
|                 | Government      | impact of       | reviewing      |
|                 | regulations.    | Government      | Government     |
|                 |                 | regulations on  | regulation* on |
|                 |                 | training and    | training and   |
|                 |                 | development.    | development.   |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 19. *Group      | A training      | A line manager  | When asked to  |
|     Process     | group is hard   | asks the        | help a new     |
|     Skills*     | at work in its  | specialist to   | task force     |
|                 | second session  | work with her   | learn the      |
| Influencing     | when a new      | in planning and | skills they    |
| groups to both  | member arrives. | conducting      | will need in   |
| accomplish      | The instructor  | better staff    | order to work  |
| tasks and       | *stops the task | meetings. The   | together       |
| fulfill the     | work briefly;   | specialist      | effectively,   |
| needs of their  | ;provides for   | observes one    | the specialist |
| members.        | the             | meeting,        | *reviews and   |
|                 | introduction of | interviews a    | models several |
|                 | the member to   | few staff       | approaches for |
|                 | the group, and  | members and     | exploring      |
|                 | vice versa;     | recommends      | ideas,         |
|                 | sets up a late  | *various means  | reaching       |
|                 | informal get    | for increasing  | consensus and  |
|                 | together        | group           | managing       |
|                 | process; and    | participation   | conflict in a  |
|                 | quickly orients | that will fit   | group.*        |
|                 | the new member  | the needs and   |                |
|                 | to the ongoing  | styles of the   | Having         |
|                 | task.*          | group members*  | completed the  |
|                 |                 | and typical     | \"get          |
|                 | In a large      | nature of the   | acquainted\"   |
|                 | group meeting   | tasks.          | phase with a   |
|                 | of people who   |                 | new group, he  |
|                 | have            | At the end of a | finds that     |
|                 | successfully    | training        | work on the    |
|                 | worked together | program, the    | task is being  |
|                 | before, he      | specialist      | frustrated by  |
|                 | conducts a      | senses a        | a battle for   |
|                 | series of       | reluctance of   | control by     |
|                 | *group          | the group to    | three group    |
|                 | involvement     | end the strong  | members who    |
|                 | exercises and   | relationships   | are accustomed |
|                 | negotiates a    | built up. She   | to being group |
|                 | \"group         | talks about     | leaders.       |
|                 | contract\"* for | this *with the  | *Understanding |
|                 | the direction   | group and       | what is        |
|                 | and goals of    | allows members  | happening, he  |
|                 | the meeting.    | to talk about   | stops the task |
|                 |                 | what the group  | work, helps    |
|                 | In a session    | and individuals | the group      |
|                 | where some      | in it have      | identify what  |
|                 | different       | meant* to them  | is going on,   |
|                 | points of view  | and how they    | leads them to  |
|                 | are beginning   | feel about      | a resolution   |
|                 | to develop some | leaving it.     | of the         |
|                 | negative        |                 | problem, and   |
|                 | feelings among  | In a            | gets them back |
|                 | group           | continually     | to the task    |
|                 | participants,   | disruptive      | with all       |
|                 | he *encourages  | classroom       | parties        |
|                 | the quiet       | situation, he   | feeling they   |
|                 | participants to | *allows the     | have been      |
|                 | talk about*     | disruptive      | heard and are  |
|                 | their right to  | group to air    | committed to   |
|                 | have a point of | their issues    | proceeding.*   |
|                 | view. The       | and then is     |                |
|                 | discussion then | honest about    | Etc.           |
|                 | returns to an   | her             |                |
|                 | open, highly    | expectations*   |                |
|                 | participative   | and their       |                |
|                 | one.            | alternatives    |                |
|                 |                 | should they     |                |
|                 | Etc.            | choose not to   |                |
|                 |                 | co-operate. As  |                |
|                 |                 | a result, the   |                |
|                 |                 | general tension |                |
|                 |                 | level in the    |                |
|                 |                 | group is        |                |
|                 |                 | reduced.        |                |
|                 |                 |                 |                |
|                 |                 | Etc.            |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 20. *Human      | When asked he   | She can         | She *organises |
|     Relations*  | can *describe   | *conduct        | a training and |
|                 | the factors*    | training        | development    |
| Knowing what    | that affect     | sessions* on    | strategy that  |
| factors affect  | interpersonal   | human           | improves       |
| interpersonal   | relations.      | relations.      | interpersonal  |
| relations and   |                 |                 | relations      |
| what can be     | She can *define | He              | throughout the |
| done to improve | what actions*   | *demonstrates   | organisation.* |
| them.           | can be taken to | the actions*    |                |
|                 | improve         | that influence  | He identifies  |
|                 | interpersonal   | interpersonal   | that poor      |
|                 | relations.      | relations.      | interpersonal  |
|                 |                 |                 | skills between |
|                 |                 | She *designs a  | senior         |
|                 |                 | questionnaire*  | managers is    |
|                 |                 | that allows     | affecting the  |
|                 |                 | people to       | success of a   |
|                 |                 | identify some   | project. He    |
|                 |                 | of their        | resolves the   |
|                 |                 | interpersonal   | situation to   |
|                 |                 | attitudes.      | the            |
|                 |                 |                 | satisfaction   |
|                 |                 |                 | of the         |
|                 |                 |                 | managers and   |
|                 |                 |                 | the projects   |
|                 |                 |                 | objectives.    |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 21. *Industrial | When he is      | When she is     | He plans and   |
|     Relations*  | asked he can    | asked to        | organises the  |
|                 | *define         | prepare a       | integration of |
| Understanding   | industrial      | training        | the industrial |
| the distinction | relations* and  | session on      | relations      |
| between formal  | the distinction | industrial      | specialist     |
| and informal    | between formal  | relations she   | into           |
| industrial      | and informal    | integrates the  | industrial     |
| relations and   | and their       | organisation\'s | relations      |
| their           | implications.   | industrial      | training       |
| implications.   |                 | relations       | programs.      |
|                 | She can produce | policy into the |                |
|                 | relevant        | program.        | She represents |
|                 | pre-reading     |                 | the management |
|                 | material for an | When industrial | in negotiation |
|                 | industrial      | issues are      | with unions on |
|                 | relations       | raised by       | training and   |
|                 | course.         | participants    | development    |
|                 |                 | during a        | issues.        |
|                 | When asked he   | training        |                |
|                 | can describe an | program, he     | He provides    |
|                 | industrial      | resolves the    | advice on      |
|                 | relations       | issue           | training and   |
|                 | manager\'s job. | satisfactorily. | development    |
|                 |                 |                 | issues to      |
|                 |                 | She is up to    | industrial     |
|                 |                 | date with       | relations      |
|                 |                 | industrial      | specialists.   |
|                 |                 | relations       |                |
|                 |                 | issues within   |                |
|                 |                 | the             |                |
|                 |                 | organisation    |                |
|                 |                 | and in the      |                |
|                 |                 | community at    |                |
|                 |                 | large.          |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 22. *Industry   | He describes    | After reviewing | A consultant   |
|                 | the *major      | analyses of an  | develops a     |
|  Understanding* | types of        | commentaries on | proposal to    |
|                 | services        | recent          | design a       |
| Knowing the key | currently being | legislation,    | development    |
| concepts and    | offered by      | the specialist  | strategy for   |
| variables that  | companies in    | projects the    | supervisors.   |
| define an       | his area* and   | *changes the    | The proposal   |
| industry or     | reviews his own | legislation     | *reflects an   |
| sector (eg,     | company\'s      | will cause*.    | in-depth       |
| critical        | product         | After checking  | knowledge of   |
| issues,         | training to see | out her         | the issues     |
| economic        | if it is up to  | assumptions     | facing the     |
| v               | date in product | with key        | industry in    |
| ulnerabilities, | knowledge for   | managers in her | general and in |
| measurements,   | these areas.    | organisation,   | particular.*   |
| distribution    |                 | she identifies  |                |
| channels,       | In a meeting    | the effects the | From a broad   |
| inputs,         | with            | changes will    | range of       |
| outputs,        | administrators, | have on skill   | industry       |
| information     | he *overviews   | requirements.   | sources, the   |
| sources).       | trends in       |                 | specialist     |
|                 | equipment*      | When preparing  | identifies     |
|                 | changes and     | an interactive  | five possible  |
|                 | points out      | video-based     | directions the |
|                 | their           | agency          | industry could |
|                 | implications    | orientation     | take. The      |
|                 | for training    | program, he     | scenarios      |
|                 | and             | develops a      | *reflect many  |
|                 | development.    | module          | subtle forces  |
|                 |                 | describing *the | facing the     |
|                 | In a discussion | place of the    | industry as a  |
|                 | with a          | organisation in | whole.*        |
|                 | potential       | the government  |                |
|                 | client, he      | system and      | Etc.           |
|                 | *describes the  | teaching people |                |
|                 | four key        | how public      |                |
|                 | factors which   | sector          |                |
|                 | influence the   | organisations   |                |
|                 | growth of their | are unique.*    |                |
|                 | department.*    |                 |                |
|                 |                 | Etc.            |                |
|                 | Etc.            |                 |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 23              | After reviewing | He recognises   | During one     |
| . *Intellectual | a *new research | that the        | week, she      |
|                 | report* about   | changing        | works with     |
|    Versatility* | audio           | demographics    | subject matter |
|                 | accompanied     | and values of   | experts to     |
| Recognising,    | computer-based  | his prime       | develop        |
| exploring and   | instruction, he | training        | *program       |
| using a broad   | *decides to     | audience will   | outlines for   |
| range of ideas  | rewrite* one of | affect the      | courses in     |
| and practices.  | his training    | impact of his   | auditing,      |
| Thinking        | modules to      | programs.       | counselling    |
| logically and   | better use the  | *Deducing that  | and fork lift  |
| creatively,     | media.          | he must change  | operating.*    |
| without undue   |                 | his management  | She            |
| influence from  | When asked to   | development     | incorporates   |
| personal        | develop a       | content* to     | *very          |
| biases.         | course in       | emphasise more  | different      |
|                 | counselling     | participative   | kinds* of      |
|                 | skills for a    | techniques, he  | learning       |
|                 | client          | incorporates    | activities as  |
|                 | department, she | them into his   | appropriate    |
|                 | *explores the   | programs, *even | for each       |
|                 | potential       | though* his own | course.        |
|                 | applications of | management      |                |
|                 | several         | style and       | When a         |
|                 | approaches and  | preferences     | management     |
|                 | then adopts*    | remain          | development    |
|                 | the best design | primarily       | specialist is  |
|                 | even though it  | non             | asked to       |
|                 | is the one she  | -participative. | prepare a      |
|                 | is least        |                 | development    |
|                 | familiar with.  | When presented  | strategy for   |
|                 |                 | with competing  | the company\'s |
|                 | Etc.            | arguments by    | engineers, she |
|                 |                 | staff experts   | spends time    |
|                 |                 | for the         | with experts   |
|                 |                 | appropriate     | in the         |
|                 |                 | training        | engineering    |
|                 |                 | methodology to  | field and      |
|                 |                 | use in a key    | *realises that |
|                 |                 | engineering     | subject matter |
|                 |                 | course, he      | will require a |
|                 |                 | *explores each  | different      |
|                 |                 | position for    | analysis and   |
|                 |                 | its strengths   | design         |
|                 |                 | and liabilities | approach than  |
|                 |                 | and tries to    | she has used*  |
|                 |                 | keep his own    | for management |
|                 |                 | preferences*    | development.   |
|                 |                 | for a classroom | She then works |
|                 |                 | based           | to *grasp the  |
|                 |                 | instruction     | key            |
|                 |                 | from *biasing   | principles* in |
|                 |                 | his decision*   | the field and  |
|                 |                 |                 | *explore*      |
|                 |                 | Etc.            | appropriate    |
|                 |                 |                 | training       |
|                 |                 |                 | options.       |
|                 |                 |                 |                |
|                 |                 |                 | Faced with     |
|                 |                 |                 | client         |
|                 |                 |                 | departments    |
|                 |                 |                 | who have       |
|                 |                 |                 | drastically    |
|                 |                 |                 | cut back in    |
|                 |                 |                 | expenses for   |
|                 |                 |                 | training due   |
|                 |                 |                 | to recession,  |
|                 |                 |                 | the manager    |
|                 |                 |                 | reassesses his |
|                 |                 |                 | manpower needs |
|                 |                 |                 | and *explores  |
|                 |                 |                 | a broad range  |
|                 |                 |                 | of other       |
|                 |                 |                 | o              |
|                 |                 |                 | pportunities.* |
|                 |                 |                 | He decides to  |
|                 |                 |                 | seek temporary |
|                 |                 |                 | assignments    |
|                 |                 |                 | for training   |
|                 |                 |                 | staff in line  |
|                 |                 |                 | departments    |
|                 |                 |                 | and to train   |
|                 |                 |                 | line managers  |
|                 |                 |                 | to deliver     |
|                 |                 |                 | several basic  |
|                 |                 |                 | but            |
|                 |                 |                 | s              |
|                 |                 |                 | taff-consuming |
|                 |                 |                 | programs even  |
|                 |                 |                 | though both    |
|                 |                 |                 | decisions will |
|                 |                 |                 | reduce his     |
|                 |                 |                 | department     |
|                 |                 |                 | size.          |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 24. *Library    | When asked to   | He is           | When asked to  |
|     Skills*     | recommend a     | responsible for | develop a way  |
|                 | film for use in | the continuing  | to access a    |
| Gathering       | a conflict      | education of    | broad rang eof |
| information     | management      | accountants and | courses,       |
| from printed    | course, the     | sits at his     | books,         |
| and other       | media           | computer every  | journals and   |
| recorded        | specialist      | month to        | reports and    |
| sources.        | *calls her      | personally      | training       |
| Identifying and | contacts at a   | identify new    | manuals, he    |
| using           | major vendor.*  | trends and      | *sets up an    |
| information     |                 | their           | informational  |
| specialists and | When preparing  | implications    | retrieval      |
| reference       | the annual      | for training    | system* which  |
| services and    | update of a     | content. He     | uses the most  |
| aids.           | \"references\"  | *searches       | up to date     |
|                 | section of the  | authors,        | library        |
|                 | course on adult | subjects and    | *science       |
|                 | learning, he    | resources       | coding         |
|                 | *asks the       | without the     | systems.*      |
|                 | company         | help of a       |                |
|                 | information     | library         | He is asked to |
|                 | specialist to   | expert.*        | develop a plan |
|                 | secure          |                 | for continuous |
|                 | articles* that  | In order to     | updating of a  |
|                 | appear          | gather data for | course to help |
|                 | relevant.       | video-based     | scientists     |
|                 |                 | case studies    | know state of  |
|                 | After being     | and simulations | the art        |
|                 | asked to        | to be used in   | research. He   |
|                 | prepare a       | an executive    | asks the       |
|                 | resource list   | development     | technical      |
|                 | for an upcoming | program, she    | library to     |
|                 | \"Women in      | realises she    | send copies of |
|                 | Management\"    | needs           | all articles   |
|                 | course, he      | information     | and materials, |
|                 | works with a    | about how other | scans an       |
|                 | library         | companies are   | *on-line       |
|                 | specialist to   | handling        | research       |
|                 | access a        | several key     | database* for  |
|                 | computer        | problems. She   | current and    |
|                 | time-sharing    | gives all the   | projected      |
|                 | *file of        | instructions a  | issues;        |
|                 | articles, books | research needs  | initiates and  |
|                 | and research    | for gathering   | jointly        |
|                 | studies on the  | *information*   | develops an    |
|                 | topic.*         | from the *Wall  | ongoing        |
|                 |                 | Street Journal  | *literature    |
|                 | Etc.            | Index,          | search plan*   |
|                 |                 | Abstracted      | with the head  |
|                 |                 | Business        | information    |
|                 |                 | Information     | scientist.     |
|                 |                 | Services* and a |                |
|                 |                 | number of other | When asked to  |
|                 |                 | computer-aided  | do a needs     |
|                 |                 | search          | analysis he    |
|                 |                 | services.       | interviews a   |
|                 |                 |                 | cross section  |
|                 |                 | Etc.            | of people in   |
|                 |                 |                 | and outside    |
|                 |                 |                 | the            |
|                 |                 |                 | organisation,  |
|                 |                 |                 | formulates six |
|                 |                 |                 | key questions  |
|                 |                 |                 | *to research   |
|                 |                 |                 | in the         |
|                 |                 |                 | literature*    |
|                 |                 |                 | and asks a     |
|                 |                 |                 | *library       |
|                 |                 |                 | specialist to  |
|                 |                 |                 | gather         |
|                 |                 |                 | articles,      |
|                 |                 |                 | books and      |
|                 |                 |                 | computer       |
|                 |                 |                 | generated      |
|                 |                 |                 | abstracts* of  |
|                 |                 |                 | recent         |
|                 |                 |                 | articles       |
|                 |                 |                 | related to the |
|                 |                 |                 | key questions. |
|                 |                 |                 |                |
|                 |                 |                 | Etc.\`         |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 25. *Marketing  | When asked he   | She *conducts   | When           |
|     Management* | can *define     | training        | *developing    |
|                 | marketing.*     | sessions* in    | and            |
| Knowing the     |                 | marketing       | introducing    |
| various tasks   | She can         | concepts and    | new            |
| associated with | *describe how*  | how they are    | organisation   |
| marketing and   | marketing       | applied.        | wide training  |
| their impact on | applies to      |                 | and            |
| training and    | training and    | He *provides    | development    |
| development     | development     | training and    | strategy* she  |
| operations.     | activities.     | development     | uses marketing |
|                 |                 | advice* to      | techniques     |
|                 |                 | marketing       | when launching |
|                 |                 | specialists.    | the strategy.  |
|                 |                 |                 |                |
|                 |                 |                 | He *creates a  |
|                 |                 |                 | climate within |
|                 |                 |                 | the            |
|                 |                 |                 | organisation*  |
|                 |                 |                 | that perceives |
|                 |                 |                 | training and   |
|                 |                 |                 | development as |
|                 |                 |                 | a key factor   |
|                 |                 |                 | in the         |
|                 |                 |                 | o              |
|                 |                 |                 | rganisation\'s |
|                 |                 |                 | marketing      |
|                 |                 |                 | strategy.      |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 26. *Model      | When a writer   | When she is     | After a        |
|     Building    | is asked to     | asked to        | meeting with   |
|     Skills*     | prepare an      | develop a       | researchers    |
|                 | article         | training        | who are        |
| Developing      | explaining how  | program for     | investigating  |
| theoretical and | attitudes       | sales reps      | how to make    |
| practical       | affect          | which will      | computers more |
| frameworks      | behaviour, he   | address needs   | \"friendly\"   |
| which describes | *adapts a four  | and present     | to users, he   |
| complex ideas   | box flow chart* | content         | notes that     |
| in              | he saw in a     | identified in a | information    |
| understandable, | psychology      | comprehensive   | and decision   |
| useable ways.   | text - using it | needs analysis, | theorists are  |
|                 | to help him     | she *organises  | addressing     |
|                 | *gradually*     | the data into   | some of the    |
|                 | overview the    | units that will | same problems  |
|                 | data for the    | make sense for  | that adult     |
|                 | article.        | the learners    | educators      |
|                 |                 | and develops a  | face. After a  |
|                 | When a writer   | simple flow     | details        |
|                 | is asked to     | chart           | exploration of |
|                 | prepare         | illustrating    | that field, he |
|                 | materials for   | the course      | *proposes a    |
|                 | an employee     | content.* The   | learning model |
|                 | organisation    | flow chart is   | which          |
|                 | program, *she   | easy to         | incorporates   |
|                 | creates a map*  | remember and    | concepts* from |
|                 | illustrating    | use.            | information,   |
|                 | the major       |                 | theory, adult  |
|                 | purposes of     | When he is      | learning       |
|                 | each department | asked to        | theory and     |
|                 | and how they    | develop a       | other sources. |
|                 | support and     | process for     |                |
|                 | interconnect    | introducing and | After a review |
|                 | with each       | supporting new  | of many        |
|                 | other.          | programs into   | different      |
|                 |                 | the             | models of      |
|                 | Etc.            | organisation,   | engineering    |
|                 |                 | he *builds a    | management,    |
|                 |                 | model depicting | the program    |
|                 |                 | the process     | designer       |
|                 |                 | flow.*          | *creates a new |
|                 |                 |                 | model which    |
|                 |                 | Etc.            | will enable    |
|                 |                 |                 | participants*  |
|                 |                 |                 | in a course    |
|                 |                 |                 | for new        |
|                 |                 |                 | technical      |
|                 |                 |                 | managers to    |
|                 |                 |                 | quickly *see   |
|                 |                 |                 | and            |
|                 |                 |                 | understand*    |
|                 |                 |                 | the major      |
|                 |                 |                 | re             |
|                 |                 |                 | sponsibilities |
|                 |                 |                 | of someone of  |
|                 |                 |                 | an engineering |
|                 |                 |                 | management     |
|                 |                 |                 | position.      |
|                 |                 |                 |                |
|                 |                 |                 | In order to    |
|                 |                 |                 | present        |
|                 |                 |                 | complex        |
|                 |                 |                 | information    |
|                 |                 |                 | about data     |
|                 |                 |                 | based          |
|                 |                 |                 | information    |
|                 |                 |                 | systems to a   |
|                 |                 |                 | naïve audience |
|                 |                 |                 | which will     |
|                 |                 |                 | have to use    |
|                 |                 |                 | it, he         |
|                 |                 |                 | develops many  |
|                 |                 |                 | charts, tables |
|                 |                 |                 | and well       |
|                 |                 |                 | organised      |
|                 |                 |                 | outlines which |
|                 |                 |                 | *include al    |
|                 |                 |                 | the important  |
|                 |                 |                 | data but       |
|                 |                 |                 | organise it in |
|                 |                 |                 | a              |
|                 |                 |                 | comprehensive  |
|                 |                 |                 | way.*          |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 2               | When asked, she | He *conducts    | She designs a  |
| 7. *Motivating* | can describe at | training        | program that   |
|                 | least four      | sessions on     | motivates a    |
| Knowing the     | theories of     | motivation* and | large group of |
| various         | motivation.     | how the         | employers to   |
| concepts of     |                 | concepts can be | improve their  |
| motivation and  | He can describe | used in modern  | productivity.  |
| when the        | how various     | management      |                |
| various stimuli | stimuli have an | practice.       | The Chief      |
| are             | impact on an    |                 | Executive      |
| appropriate.    | individual\'s   | She is *aware   | seeks advice   |
|                 | motivation.     | of the latest   | on the         |
|                 |                 | research* in    | motivation of  |
|                 |                 | motivation.     | the            |
|                 |                 |                 | o              |
|                 |                 | He develops and | rganisation\'s |
|                 |                 | validates a     | employers and  |
|                 |                 | questionnaire   | takes positive |
|                 |                 | which helps     | action on the  |
|                 |                 | respondents to  | advice given.  |
|                 |                 | identify the    |                |
|                 |                 | degree of       | He is sought   |
|                 |                 | influence of    | after as a     |
|                 |                 | various factors | speaker on     |
|                 |                 | on their        | motivation at  |
|                 |                 | motivation.     | conferences    |
|                 |                 |                 | and seminars   |
|                 |                 |                 | both inside    |
|                 |                 |                 | and outside    |
|                 |                 |                 | the            |
|                 |                 |                 | organisation.  |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 2               | She meets with  | On a large      | In a program   |
| 8. *Negotiation | three busy      | contract        | design review  |
|     Skill*      | subject matter  | project where   | with           |
|                 | specialists and | most of the     | management,    |
| Securing        | *successfully   | program and     | management     |
| win-win         | secures         | implementation  | wants to       |
| agreements      | agreement* to   | guides are      | reduce the     |
| while           | hold the next   | complete, but   | length of a    |
| successfully    | meeting within  | the client has  | new program    |
| representing a  | three days.     | only paid       | from five to   |
| special         |                 | one-third of    | two days. She  |
| interest in a   | He *wants a     | the fees, the   | probes their   |
| decision        | group to        | client becomes  | reasons for    |
| situation.      | reduce* the     | hostile about a | wanting to     |
|                 | number of items | slipped         | shorten it,    |
|                 | on its agenda,  | deadline and    | reminds them   |
|                 | *successfully   | refused further | of the needs   |
|                 | helps a group   | payment. She    | the program    |
|                 | prioritise its  | *finds the key  | has been       |
|                 | actions* for a  | decision        | designed to    |
|                 | meeting and     | makers,         | address,       |
|                 | drop several    | convinces them  | points out the |
|                 | items from its  | that they share | advantages and |
|                 | list.           | responsibility  | disadvantages  |
|                 |                 | for the         | she sees on    |
|                 | Etc.            | problems,       | both sides and |
|                 |                 | refocusses on   | *gets support  |
|                 |                 | the common goal | for the        |
|                 |                 | and gets        | program        |
|                 |                 | approval to     | length* if two |
|                 |                 | proceed.*       | of the days    |
|                 |                 |                 | are designed   |
|                 |                 | When two T &    | as follow up   |
|                 |                 | Specialists vie | and occur at   |
|                 |                 | for the same    | least one      |
|                 |                 | project, the    | month after    |
|                 |                 | manager         | the first      |
|                 |                 | suggests they   | three.         |
|                 |                 | *negotiate the  |                |
|                 |                 | decision.* They | When the       |
|                 |                 | decide to each  | company\'s     |
|                 |                 | list the value  | executives     |
|                 |                 | of the project  | decide to      |
|                 |                 | to them and its | implement      |
|                 |                 | relationship to | quality        |
|                 |                 | the other       | circles        |
|                 |                 | assignments.    | company wide,  |
|                 |                 | *They agree to  | they hire an   |
|                 |                 | use these       | outside        |
|                 |                 | criteria to     | \"expert\"     |
|                 |                 | assign the job  | without        |
|                 |                 | to the person   | consulting     |
|                 |                 | for whom it\'s  | their training |
|                 |                 | the best fit.*  | department.    |
|                 |                 |                 | The director   |
|                 |                 | A manager has   | of training    |
|                 |                 | been asked by a | meets with     |
|                 |                 | personal friend | several        |
|                 |                 | to relax the    | executives     |
|                 |                 | promotion       | over lunch to  |
|                 |                 | criteria for a  | discuss this   |
|                 |                 | particular      | issue and the  |
|                 |                 | position so     | department\'s  |
|                 |                 | that he can be  | desire to work |
|                 |                 | promoted into   | on this        |
|                 |                 | the department. | effort. After  |
|                 |                 | The manager     | listing the    |
|                 |                 | tactfully       | department\'s  |
|                 |                 | explains why    | *capabilities  |
|                 |                 | doing this      | and describing |
|                 |                 | would not be in | the need for   |
|                 |                 | the best        | long term      |
|                 |                 | interests of    | support and    |
|                 |                 | anyone. *The    | customisation  |
|                 |                 | friend is left  | of the         |
|                 |                 | agreeing with   | program,       |
|                 |                 | the manager\'s  | management     |
|                 |                 | position and    | agrees to ask  |
|                 |                 | feeling that    | the expert to  |
|                 |                 | his             | work with the  |
|                 |                 | confidentiality | Training       |
|                 |                 | will be         | Department.*   |
|                 |                 | respected.*     |                |
|                 |                 |                 | A manager      |
|                 |                 | Etc.            | tells the      |
|                 |                 |                 | specialist     |
|                 |                 |                 | that she wants |
|                 |                 |                 | to use two     |
|                 |                 |                 | case studies   |
|                 |                 |                 | from one of    |
|                 |                 |                 | the            |
|                 |                 |                 | department\'s  |
|                 |                 |                 | management     |
|                 |                 |                 | programs in a  |
|                 |                 |                 | staff meeting. |
|                 |                 |                 | The specialist |
|                 |                 |                 | *does not want |
|                 |                 |                 | to release the |
|                 |                 |                 | studies*       |
|                 |                 |                 | because they   |
|                 |                 |                 | constitute a   |
|                 |                 |                 | major portion  |
|                 |                 |                 | of a key       |
|                 |                 |                 | course. He     |
|                 |                 |                 | asks what the  |
|                 |                 |                 | manager wants  |
|                 |                 |                 | to achieve and |
|                 |                 |                 | then           |
|                 |                 |                 | *recommends    |
|                 |                 |                 | another        |
|                 |                 |                 | approach. The  |
|                 |                 |                 | alternative is |
|                 |                 |                 | accepted.*     |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 2               | When asked he   | She is a        | He is a        |
| 9. *Networking* | can *define     | *member of an   | founding       |
|                 | networking.*    | internal        | member of an   |
| Understanding   |                 | network*        | external       |
| the concept and | She *can        | involved in     | network of     |
| benefits.       | explain* the    | Education       | senior         |
|                 | benefits of     | Training and    | Education      |
|                 | networking.     | Development.    | Training and   |
|                 |                 |                 | Development    |
|                 |                 | When asked she  | managers.      |
|                 |                 | *provides       |                |
|                 |                 | advice* on how  | She is asked   |
|                 |                 | to join and     | to join        |
|                 |                 | sustain a       | various        |
|                 |                 | network.        | external       |
|                 |                 |                 | networks       |
|                 |                 |                 | because of the |
|                 |                 |                 | contribution   |
|                 |                 |                 | she makes to   |
|                 |                 |                 | successful     |
|                 |                 |                 | networks.      |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 30. *Objectives | Asked by the    | A specialist is | A specialist   |
|     Preparation | Personnel       | asked to help   | with little    |
|     Skill*      | Office to       | develop         | experience in  |
|                 | \"find a film   | guidelines for  | the technical  |
| Preparing clear | and conduct a   | independent     | area is asked  |
| statements      | 90-minute       | learning        | to prepare a   |
| which describe  | meeting for     | projects that   | training plan  |
| desired         | heads of        | will occur as   | based on a     |
| outputs.        | offices on      | follow-ups to a | 200-page needs |
|                 | working with    | formal          | analysis       |
|                 | unmotivated     | management      | report of the  |
|                 | workers\", the  | development     | training needs |
|                 | specialist      | course. She     | for a high     |
|                 | draws on her    | develops        | technology     |
|                 | past experience | designs which   | group. *She    |
|                 | with the topic  | include *lists  | develops       |
|                 | and drafts a    | of learning     | detailed       |
|                 | letter which    | objectives for  | training       |
|                 | includes a      | each module.    | objectives to  |
|                 | *list of what   | These           | pass the       |
|                 | people will     | objectives      | review of a    |
|                 | learn* in this  | include         | technical      |
|                 | session.        | indicators*     | advisory       |
|                 |                 | that managers   | board.*        |
|                 | A specialist    | can use on      |                |
|                 | receives a      | their own to    | As part of a   |
|                 | detailed task   | assess their    | development    |
|                 | analysis and    | progress.       | strategy for   |
|                 | knowledge/skill |                 | auditors he    |
|                 | list for one    | A specialist    | must develop   |
|                 | segment of a    | who has         | objectives to  |
|                 | job. He         | designed        | guide the      |
|                 | rewrites the    | supervisory     | developer of   |
|                 | task statements | training        | course         |
|                 | using the       | programs before | modules.       |
|                 | *language of    | is asked to     | Realising that |
|                 | behavioural     | prepare a       | many outputs   |
|                 | objectives      | program to      | of successful  |
|                 | prescribed in   | train new       | auditing work  |
|                 | established     | technical       | are            |
|                 | guidelines.*    | supervisors. He | subjective, he |
|                 |                 | works with a    | develops       |
|                 | Etc.            | taskforce of    | *objectives    |
|                 |                 | technical       | which list a   |
|                 |                 | managers to     | variety of     |
|                 |                 | identify        | indicators     |
|                 |                 | special issues  | which can be   |
|                 |                 | in technical    | used to        |
|                 |                 | supervision and | measure each   |
|                 |                 | *develops       | objective.*    |
|                 |                 | objectives for  |                |
|                 |                 | supervisory     | She is asked   |
|                 |                 | skills in the   | to design a    |
|                 |                 | highly          | strategy for   |
|                 |                 | technical       | upgrading the  |
|                 |                 | environment.*   | skills of a    |
|                 |                 |                 | decentralised  |
|                 |                 | When given a    | staff in a     |
|                 |                 | list of clearly | rapidly        |
|                 |                 | defined tasks,  | changing,      |
|                 |                 | their skill     | highly         |
|                 |                 | requirements    | technical job. |
|                 |                 | and a           | Working with   |
|                 |                 | description of  | subject matter |
|                 |                 | the typical     | experts and    |
|                 |                 | audience for a  | with people    |
|                 |                 | new program to  | who know the   |
|                 |                 | train new       | company\'s     |
|                 |                 | technicians,    | strategy, she  |
|                 |                 | the specialist  | identifies the |
|                 |                 | *writes         | critical       |
|                 |                 | objectives*     | skills which   |
|                 |                 | with observable | must be        |
|                 |                 | behaviours,     | developed and  |
|                 |                 | measurable      | prepares       |
|                 |                 | performance     | *objectives    |
|                 |                 | criteria and a  | for use in     |
|                 |                 | description of  | on-the-job     |
|                 |                 | conditions      | training.*     |
|                 |                 | under which     |                |
|                 |                 | performance     | Etc.           |
|                 |                 | will occur on   |                |
|                 |                 | the job.        |                |
|                 |                 |                 |                |
|                 |                 | Etc.            |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 31. *Operations | She can         | He can *answer  | She is the     |
|     Subject     | *provide the    | problems* that  | Training &     |
|     Material*   | required        | are raised by   | Development    |
|                 | operations      | trainees on     | *adviser on    |
| Understanding   | subject         | operations      | operational    |
| the             | material* when  | training        | training* and  |
| \"operation\"   | asked.          | courses.        | development    |
| functions that  |                 |                 | issues.        |
| are being       | She *knows who  | He *designs and |                |
| taught.         | to ask* when    | implements*     | When there is  |
|                 | subject         | operations      | a major        |
|                 | material is     | training        | operational    |
|                 | required on     | courses.        | change project |
|                 | *operations     |                 | *he is asked   |
|                 | subjects.*      | She is          | for advice     |
|                 |                 | generally       | because of his |
|                 | He is a         | recognised as a | operations     |
|                 | *qualified      | *compet         | knowledge.*    |
|                 | person* in      | ent/experienced |                |
|                 | these           | person in the   |                |
|                 | operational     | subject.*       |                |
|                 | subjects.       |                 |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 32. *Oral       | When asked she  | He *conducts    | She is asked   |
|                 | can *define     | training        | to speak at    |
|  Communication* | oral            | sessions* in    | external       |
|                 | communications  | how to improve  | conferences    |
| Knowing the     | and how they    | oral            | and seminars   |
| various factors | can be made     | communications. | because of her |
| that affect     | more            |                 | skills in oral |
| oral            | effective.*     | She             | communication. |
| communications  |                 | *demonstrates   |                |
| and what can be | In a meeting he | the various     | When compared  |
| done to improve | is able to      | techniques*     | with other     |
| the             | *speak in a way | that can        | speakers at a  |
| effectiveness.  | that people say | improve oral    | conference, he |
|                 | is easy to      | communications. | is rated as    |
|                 | understand.*    |                 | the best or    |
|                 |                 | Other people    | better than    |
|                 |                 | seek his advice | most of the    |
|                 |                 | on oral         | others at oral |
|                 |                 | communication   | c              |
|                 |                 |                 | ommunications. |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 33              | Preparing a     | When management | After a        |
| . *Organisation | budgeting       | asks for help   | merger, the    |
|     Behaviour   | module for a    | in changing the | training       |
|                 | middle          | organisation    | specialist is  |
|  Understanding* | management      | culture from a  | asked to set   |
|                 | elf-study       | reactive to a   | up a series of |
| Seeing          | program, she    | proactive mode, | sessions to    |
| organisations   | ends the        | he helps        | help orient    |
| as dynamic,     | section with a  | identify the    | the managers   |
| political,      | guide to help   | new knowledge,  | to the         |
| economic and    | participants    | skills and      | philosophy of  |
| social systems  | plan how they   | attitudes       | the new        |
| which have      | will use and    | required, but   | organisation.  |
| multiple goals; | introduce the   | strongly        | Through a      |
| using this      | budget          | *points out     | series of      |
| larger          | techniques on   | that management | interviews     |
| perspective as  | the job. She    | practices must  | with top       |
| a framework for | *offers         | also change* to | managers, the  |
| understanding   | suggestions for | support new     | specialist     |
| and influencing | making changes  | employee        | *identifies    |
| events and      | acceptable and  | behaviours.     | their fears,   |
| change.         | understood in   |                 | concerns and   |
|                 | the             | She notes that  | hopes and      |
|                 | organisation.*  | although a      | develops a     |
|                 |                 | series of       | program that   |
|                 | He is to        | electronic      | addresses each |
|                 | develop a job   | workshops is    | but still has  |
|                 | aid to train    | successfully    | the terminal   |
|                 | people in the   | helping         | goal of        |
|                 | use of a new    | production      | getting        |
|                 | company-wide    | engineers       | acceptance to  |
|                 | expense voucher | develop skills  | the new        |
|                 | format. Knowing | they need for   | philosophy.*   |
|                 | that this       | incorporating   |                |
|                 | change will     | microprocessors | The specialist |
|                 | meet some       | into new        | is asked to    |
|                 | resistance, he  | products, the   | develop a      |
|                 | *builds in a    | number of       | training       |
|                 | rationale for   | products which  | program to     |
|                 | the change      | use that        | improve        |
|                 | which is likely | technology has  | productivity.  |
|                 | to appeal to    | not             | Rather than    |
|                 | the needs of    | significantly   | immediately    |
|                 | its primary     | increased. *She | developing a   |
|                 | users.*         | proposes that   | program, he    |
|                 |                 | other groups in | convinces key  |
|                 | Etc.            | the company may | managers that  |
|                 |                 | be blocking the | *productivity  |
|                 |                 | new technology* | improvement    |
|                 |                 | and recommends  | may require    |
|                 |                 | the skills      | some major     |
|                 |                 | training        | changes* in    |
|                 |                 | program be      | how people     |
|                 |                 | dropped *unless | work. He       |
|                 |                 | the system\'s   | proposes to    |
|                 |                 | problems are    | first identify |
|                 |                 | resolved.*      | productivity   |
|                 |                 |                 | problems and   |
|                 |                 | Etc.            | then *work     |
|                 |                 |                 | with           |
|                 |                 |                 | management to  |
|                 |                 |                 | design a       |
|                 |                 |                 | combined       |
|                 |                 |                 | training and   |
|                 |                 |                 | organisation   |
|                 |                 |                 | change         |
|                 |                 |                 | program.*      |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 34              | Before          | When asked to   | She heads a    |
| . *Organisation | submitting the  | identify future | study team to  |
|                 | department      | career options  | identify areas |
|  Understanding* | budget, the     | for             | for            |
|                 | manager         | professionals   | productivity   |
| Knowing the     | *identifies     | in the          | improvement in |
| strategy,       | other           | organisation,   | the            |
| structure,      | department      | the career      | organisation.  |
| power networks, | managers who    | specialist      | Her study plan |
| financial       | must review     | creates several | reflects an    |
| position,       | it.* He         | scenarios of    | *in-depth      |
| systems of a    | discuses the    | future work.    | knowledge of   |
| *specific*      | budget with     | *These          | where the      |
| organisation.   | them before he  | scenarios take  | greatest       |
|                 | proposes it.    | the             | opportunities  |
|                 |                 | organisation\'s | and leverage   |
|                 | She schedules   | strategy and    | points are in  |
|                 | participation   | culture into    | the            |
|                 | in a popular    | account.*       | organisation.* |
|                 | class to assure |                 |                |
|                 | that each class | *Based on a     | In the         |
|                 | contains        | thorough        | presentation   |
|                 | supervisors     | understanding   | of a costly    |
|                 | from a *cross   | of the          | proposal for   |
|                 | section of      | organisation\'s | executive      |
|                 | departments.*   | direction and   | development,   |
|                 |                 | major current   | the specialist |
|                 | Etc.            | challenges,*    | refers to a    |
|                 |                 | the manager     | *broad range   |
|                 |                 | lists ten major | of data        |
|                 |                 | strategic       | including      |
|                 |                 | challenges for  | financial      |
|                 |                 | the human       | statements,    |
|                 |                 | resource        | budgets and    |
|                 |                 | development     | strategic      |
|                 |                 | function.       | plans.*        |
|                 |                 |                 |                |
|                 |                 | Etc.            | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 3               | At the request  | At a manager\'s | In preparation |
| 5. *Performance | of the Human    | request, he     | for designing  |
|     Observation | Resource        | spends two days | a conflict     |
|     Skills*     | department, he  | *watching the   | management     |
|                 | *observes the   | manager\'s team | program for    |
| Tracking and    | performance* of | develop a plan* | executives,    |
| describing      | the company\'s  | to upgrade the  | she *observes  |
| behaviours and  | mail sorters    | feed systems on | negotiations   |
| their effects.  | and *develops a | the MX-11B      | between        |
|                 | list of the     | widget stamper; | r              |
|                 | major tasks*    | he writes a     | epresentatives |
|                 | involved in     | report on the   | of major       |
|                 | doing that job. | group\'s        | divisions. She |
|                 |                 | ability to      | develops an    |
|                 | While she is    | function as a   | observation    |
|                 | leading a       | team and using  | recording      |
|                 | fairly          | a standardised  | system which   |
|                 | structured      | rating form,    | reliably       |
|                 | discussion of a | rates and       | identifies     |
|                 | modelling tape, | critiques the   | each person\'s |
|                 | the instructor  | interpersonal   | verbal and     |
|                 | *notices        | skills of each. | non-verbal     |
|                 | non-verbal      |                 | activity* in   |
|                 | signals* from   | When given a    | terms of who   |
|                 | one person that | vague list of   | talks to whom, |
|                 | indicates that  | tasks which     | about what and |
|                 | he doesn\'t     | engineering     | the impact     |
|                 | understand the  | consultants     | that it seems  |
|                 | concept being   | must perform, a | to have on the |
|                 | discussed. She  | specialist      | meeting and    |
|                 | stops the tape  | watches several | the            |
|                 | and asks        | superior        | individuals    |
|                 | further         | performers work | included.      |
|                 | questions.      | and then        |                |
|                 |                 | *defines and    | In a           |
|                 | In order to     | identifies      | facilitated    |
|                 | determine       | observable and  | negotiation    |
|                 | training needs, | measurable      | meeting with   |
|                 | a needs analyst | performance     | ten            |
|                 | *watches* an    | criteria* and   | r              |
|                 | assembler work, | the variables   | epresentatives |
|                 | compares what   | which affect    | from labour    |
|                 | he does to a    | job             | and            |
|                 | time-phased     | performance.    | management,    |
|                 | description of  |                 | the specialist |
|                 | the tasks and   | With the        | *identifies    |
|                 | subtasks, and   | permission of a | those who seem |
|                 | *identifies     | group           | to accept the  |
|                 | areas which are | undergoing a    | speaker\'s     |
|                 | not being       | team building   | point of view, |
|                 | performed       | session, she    | those who      |
|                 | according to    | *observes the   | might accept   |
|                 | standards.*     | group at work   | the speaker\'s |
|                 |                 | and compiles a  | and those who  |
|                 | Etc.            | chart showing   | may never      |
|                 |                 | frequency of    | accept the     |
|                 |                 | and lines of    | speaker\'s     |
|                 |                 | communication*  | point of       |
|                 |                 | between various | view.* He      |
|                 |                 | members.        | records the    |
|                 |                 |                 | specific       |
|                 |                 | Etc.            | behaviours     |
|                 |                 |                 | which have led |
|                 |                 |                 | to his         |
|                 |                 |                 | conclusion and |
|                 |                 |                 | uses them as a |
|                 |                 |                 | basis for      |
|                 |                 |                 | helping        |
|                 |                 |                 | determine the  |
|                 |                 |                 | reasons for    |
|                 |                 |                 | each position. |
|                 |                 |                 |                |
|                 |                 |                 | Before he      |
|                 |                 |                 | prepares a     |
|                 |                 |                 | report         |
|                 |                 |                 | describing the |
|                 |                 |                 | strengths and  |
|                 |                 |                 | development    |
|                 |                 |                 | needs of an    |
|                 |                 |                 | executive who  |
|                 |                 |                 | has just       |
|                 |                 |                 | completed a    |
|                 |                 |                 | series of      |
|                 |                 |                 | assessment     |
|                 |                 |                 | centre         |
|                 |                 |                 | activities,    |
|                 |                 |                 | reviews *what  |
|                 |                 |                 | the executive  |
|                 |                 |                 | did in each    |
|                 |                 |                 | exercise,*     |
|                 |                 |                 | makes a        |
|                 |                 |                 | judgement      |
|                 |                 |                 | about how      |
|                 |                 |                 | appropriate    |
|                 |                 |                 | her            |
|                 |                 |                 | performance    |
|                 |                 |                 | was in each    |
|                 |                 |                 | situation, and |
|                 |                 |                 | *identifies    |
|                 |                 |                 | patterns of    |
|                 |                 |                 | behaviour      |
|                 |                 |                 | across the     |
|                 |                 |                 | situation.*    |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 36              | He makes a      | He writes a     | After she      |
| . *Personnel/HR | presentation to | mission of the  | reviews the    |
|     Field       | a group of      | department      | long range     |
|                 | supervisors to  | which *shows    | personnel      |
|  Understanding* | *explain how    | overlapping     | needs for the  |
|                 | their mission   | concerns with   | organisation   |
| Understanding   | relates to the  | other personnel | and gathers    |
| issues and      | other missions  | areas and yet   | statistics     |
| practices in    | of other        | presents the    | about skills   |
| other HR areas. | personnel       | unique domain   | currently      |
| (Organisation   | functions.*     | of training and | available in   |
| Development,    |                 | development* in | the            |
| Organisation    | He lists the    | the             | organisation,  |
| Job Design,     | *human          | organisation.   | she *meets     |
| Human Resource  | resource/pe     |                 | with the       |
| Planning,       | rsonnel-related | *Knowing that   | managers of    |
| Selection and   | groups that     | new personnel   | compensation   |
| Staffing,       | meet frequently | information     | and            |
| Personnel       | in his area.*   | systems will    | employment* to |
| Research and    | He keeps track  | allow much more | determine what |
| Information     | of and posts    | sophisticated   | each function  |
| Systems,        | the issues they | cataloguing* of | can do to      |
| Compensation    | address in      | development     | assure that    |
| and Benefits,   | their meetings. | actions, he     | the right      |
| Employee        |                 | talks with the  | skills are     |
| Assistance,     | Etc.            | head of         | available when |
| Union/Labour    |                 | personnel       | they are       |
| Relations).     |                 | information and | needed.        |
|                 |                 | asks to helps   |                |
|                 |                 | develop the     | He *chairs and |
|                 |                 | program for     | co-ordinates   |
|                 |                 | that            | the work of a  |
|                 |                 | application.    | task force of  |
|                 |                 |                 | managers from  |
|                 |                 | Having stayed   | the            |
|                 |                 | up-to-date on   | Compensation,  |
|                 |                 | the             | Employment,    |
|                 |                 | *s              | Industrial     |
|                 |                 | tate-of-the-art | Relations,     |
|                 |                 | in performance  | Personnel      |
|                 |                 | appraisal and   | Research       |
|                 |                 | succession      | functions.*    |
|                 |                 | planning,* he   | Their task is  |
|                 |                 | is able to link | to develop a   |
|                 |                 | several         | strategic plan |
|                 |                 | training        | for Human      |
|                 |                 | programs with   | Resources that |
|                 |                 | these practices | presents an    |
|                 |                 | and to          | *              |
|                 |                 | recommend how   | interpretation |
|                 |                 | they can be     | of the         |
|                 |                 | more mutually   | direction the  |
|                 |                 | supportive.     | HR departments |
|                 |                 |                 | will take.*    |
|                 |                 | Etc.            |                |
|                 |                 |                 | As part of an  |
|                 |                 |                 | on-going HR    |
|                 |                 |                 | planning       |
|                 |                 |                 | group, she     |
|                 |                 |                 | *reviews       |
|                 |                 |                 | professional   |
|                 |                 |                 | development    |
|                 |                 |                 | trends         |
|                 |                 |                 | affecting a    |
|                 |                 |                 | broad range of |
|                 |                 |                 | HR practices,* |
|                 |                 |                 | briefs the     |
|                 |                 |                 | group on more  |
|                 |                 |                 | important      |
|                 |                 |                 | trends, and    |
|                 |                 |                 | with the       |
|                 |                 |                 | group,         |
|                 |                 |                 | *explores the  |
|                 |                 |                 | potential      |
|                 |                 |                 | impact of the  |
|                 |                 |                 | trends* on     |
|                 |                 |                 | human resource |
|                 |                 |                 | projects in    |
|                 |                 |                 | the immediate  |
|                 |                 |                 | future.        |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 37. *Policies   | He can          | She *provides   | He is          |
|     and         | *indicate the   | advice* on what | *accountable   |
|     Procedures* | current         | policies need   | for the        |
|                 | policies* and   | to be           | preparation of |
| Knowing the     | procedures that | developed.      | Education      |
| various         | affect          |                 | Training and   |
| policies and    | education,      | He *prepares    | Development    |
| procedures that | training and    | draft policy*   | policies.*     |
| affect          | development     | for management  |                |
| education,      | activities.     | consideration.  | She *has the   |
| training and    |                 |                 | responsibility |
| development     |                 |                 | for providing  |
| activities.     |                 |                 | the            |
|                 |                 |                 | interpretation |
|                 |                 |                 | of education   |
|                 |                 |                 | training and   |
|                 |                 |                 | development    |
|                 |                 |                 | policies* in   |
|                 |                 |                 | the event of   |
|                 |                 |                 | disputed       |
|                 |                 |                 | understanding. |
|                 |                 |                 |                |
|                 |                 |                 | Managers of    |
|                 |                 |                 | Education,     |
|                 |                 |                 | Training and   |
|                 |                 |                 | Development    |
|                 |                 |                 | and other      |
|                 |                 |                 | organisations  |
|                 |                 |                 | *seek his      |
|                 |                 |                 | advice on      |
|                 |                 |                 | policy         |
|                 |                 |                 | formulation.*  |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 38              | When he is      | When he feels   | Representing   |
| . *Presentation | asked to        | nervous early   | Education      |
|     Skills*     | introduce the   | in a            | Training and   |
|                 | speakers in a   | presentation to | Development he |
| Verbally        | one-day seminar | 100 people, he  | has been       |
| presenting      | on industry     | uses *deep      | invited to     |
| information     | trends, *he     | breathing,      | present his    |
| such that the   | presents        | relaxation and  | proposal for a |
| intended        | personal        | visualisation   | major new      |
| purpose is      | titbits which*  | techniques to   | training and   |
| achieved.       | will interest   | help reduce his | evaluation     |
|                 | the             | tension.*       | program which  |
|                 | participants    |                 | will be used   |
|                 | and *reviews    | When an         | to develop     |
|                 | the skills*     | instructor      | employees      |
|                 | which they      | notices that    | across the     |
|                 | bring to the    | several new     | state. He      |
|                 | session.        | employees with  | prepares a     |
|                 |                 | limited         | media assisted |
|                 | While giving a  | E               | review of the  |
|                 | *standard       | nglish-speaking | proposal,      |
|                 | lecture*        | skills are      | *uses it to    |
|                 | reviewing       | having a        | quickly review |
|                 | several         | difficult time  | key points,    |
|                 | management      | understanding   | then spends a  |
|                 | theories in a   | *her standard   | good portion   |
|                 | course for new  | presentation,   | of the meeting |
|                 | supervisors, he | she adjusts the | listing,       |
|                 | *personalises   | lecture* by     | discussing and |
|                 | the material    | defining and    | responding to  |
|                 | with a story    | discussing the  | questions*     |
|                 | from his own    | confusing words | from the       |
|                 | experience and  | and by pausing  | group. His     |
|                 | still covers    | and checking    | *responses are |
|                 | the material*   | understanding   | clear, address |
|                 | in the allotted | more            | the issues,    |
|                 | time.           | frequently.     | use language   |
|                 |                 |                 | appropriate to |
|                 | When asked to   | When asked to   | the group and  |
|                 | *present* the   | make a          | convey         |
|                 | results of a    | presentation to | confidence and |
|                 | well-designed   | manufacturing   | pro            |
|                 | training needs  | managers        | fessionalism.* |
|                 | analysis to six | reviewing the   |                |
|                 | branch managers | Training and    | When making a  |
|                 | who want to     | Development     | *;presentation |
|                 | take action,    | services and    | at an annual   |
|                 | she *gets and   | courses         | conference to  |
|                 | keeps the       | available to    | a group of     |
|                 | groups          | the company, he | senior         |
|                 | attention by    | *works from a   | p              |
|                 | standing up,    | word outline,   | rofessionals,* |
|                 | reviewing the   | customises the  | the specialist |
|                 | major points,   | presentation to | *mixes         |
|                 | she will cover  | focus on the    | graphics,      |
|                 | and clearly     | major needs of  | handouts,      |
|                 | presenting the  | the group, and  | personal       |
|                 | data and its    | responds        | stories and    |
|                 | implications.   | without         | well organised |
|                 | Her eye         | defensiveness*  | presentations  |
|                 | contact*        | to occasionally | of key         |
|                 | remains with    | sceptical       | points.* The   |
|                 | the group       | questions from  | attendees rate |
|                 | throughout the  | the audience.   | the            |
|                 | presentation.   |                 | presentation   |
|                 |                 | Etc.            | as exceptional |
|                 | Etc.            |                 | in both        |
|                 |                 |                 | content and    |
|                 |                 |                 | delivery.      |
|                 |                 |                 |                |
|                 |                 |                 | In a very      |
|                 |                 |                 | tense meeting  |
|                 |                 |                 | of top         |
|                 |                 |                 | management to  |
|                 |                 |                 | review the     |
|                 |                 |                 | issues being   |
|                 |                 |                 | raised in a    |
|                 |                 |                 | key management |
|                 |                 |                 | development    |
|                 |                 |                 | program, she   |
|                 |                 |                 | *uses flip     |
|                 |                 |                 | charts and     |
|                 |                 |                 | stories to     |
|                 |                 |                 | illustrate key |
|                 |                 |                 | points. She    |
|                 |                 |                 | skillfully     |
|                 |                 |                 | presents the   |
|                 |                 |                 | issues and her |
|                 |                 |                 | re             |
|                 |                 |                 | commendations* |
|                 |                 |                 | for executive  |
|                 |                 |                 | action. The    |
|                 |                 |                 | audience       |
|                 |                 |                 | acknowledges   |
|                 |                 |                 | that the       |
|                 |                 |                 | issues should  |
|                 |                 |                 | be addressed   |
|                 |                 |                 | and agrees to  |
|                 |                 |                 | meet in a      |
|                 |                 |                 | problem        |
|                 |                 |                 | solving        |
|                 |                 |                 | session.       |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 39. *Problem    | When asked *he  | She *conducts   | He *achieves a |
|     Solving*    | can describe    | training        | situation      |
|                 | the four major  | sessions* in    | where it       |
| Know the        | processes* that | rational        | becomes an     |
| rational        | are used within | problem solving | organisational |
| thinking        | the             | processes.      | policy* that   |
| processes that  | organisation.   |                 | the rational   |
| assist problem  |                 | He              | problem        |
| solving.        |                 | *demonstrates   | solving        |
|                 |                 | the use* of     | processes are  |
|                 |                 | problem solving | used.          |
|                 |                 | techniques.     |                |
|                 |                 |                 | She *provides  |
|                 |                 |                 | process        |
|                 |                 |                 | consulting     |
|                 |                 |                 | services* to   |
|                 |                 |                 | senior         |
|                 |                 |                 | managers       |
|                 |                 |                 | wanting to     |
|                 |                 |                 | apply the      |
|                 |                 |                 | processes.     |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 4               | Working with an | A specialist    | After the      |
| 0. *Questioning | out-of-date     | who is training | release of     |
|     Skill*      | operations      | supervisors in  | three          |
|                 | manual and a    | interviewing    | well-liked     |
| Gathering       | knowledgable    | skills stresses | foremen        |
| information     | terminal        | the importance  | because of     |
| from and        | operator, he    | of using        | policy         |
| stimulating     | *interviews the | *reflective     | violations,    |
| insight in      | operator and    | skills like     | she is asked   |
| individuals and | gathers enough  | empathising and | to evaluate    |
| groups through  | information* to | active          | the training   |
| he use of       | update the      | listening, in   | program which  |
| interviews,     | manual.         | order to help   | communicates   |
| questionnaires  |                 | interviewees    | company        |
| and other       | She *follows an | disclose        | direction and  |
| probing         | interview       | information     | philosophy. As |
| methods.        | outline to      | during the      | part of the    |
|                 | gather          | interviews.*    | evaluation,    |
|                 | demographic     |                 | she *designs a |
|                 | data* about     | He develops a   | questionnaire  |
|                 | potential users | *set of         | which captures |
|                 | of training and | self-analysis   | the true       |
|                 | development     | questionnaires* | feelings of    |
|                 | services.       | to help people  | the workers*   |
|                 |                 | in a career     | even though    |
|                 | In order to     | exploration     | they are       |
|                 | determine their | program         | reluctant to   |
|                 | level of        | discover their  | express any    |
|                 | satisfaction    | own needs,      | opinions to    |
|                 | from attending  | goals,          | management or  |
|                 | an orientation  | interests and   | the training   |
|                 | session, he     | capabilities.   | department     |
|                 | draws from a    |                 | itself.        |
|                 | list of         | Etc.            |                |
|                 | prepared        |                 | In preparation |
|                 | questions to    |                 | for designing  |
|                 | *interview      |                 | a maintenance  |
|                 | participants    |                 | course for a   |
|                 | individually as |                 | new computer   |
|                 | a group.*       |                 | system the     |
|                 |                 |                 | last stages of |
|                 | Etc.            |                 | development,   |
|                 |                 |                 | the specialist |
|                 |                 |                 | *questions     |
|                 |                 |                 | reluctant      |
|                 |                 |                 | design         |
|                 |                 |                 | engineers, and |
|                 |                 |                 | taciturn       |
|                 |                 |                 | quality        |
|                 |                 |                 | control        |
|                 |                 |                 | specialists to |
|                 |                 |                 | find out what  |
|                 |                 |                 | the procedures |
|                 |                 |                 | will be* when  |
|                 |                 |                 | the product is |
|                 |                 |                 | released three |
|                 |                 |                 | months hence.  |
|                 |                 |                 | The specialist |
|                 |                 |                 | gets enough    |
|                 |                 |                 | accurate       |
|                 |                 |                 | information to |
|                 |                 |                 | help the       |
|                 |                 |                 | writers        |
|                 |                 |                 | prepare the    |
|                 |                 |                 | manuals.       |
|                 |                 |                 |                |
|                 |                 |                 | During a key   |
|                 |                 |                 | segment of a   |
|                 |                 |                 | training       |
|                 |                 |                 | program, the   |
|                 |                 |                 | specialist     |
|                 |                 |                 | senses serious |
|                 |                 |                 | resentment in  |
|                 |                 |                 | the audience.  |
|                 |                 |                 | *Using         |
|                 |                 |                 | carefully      |
|                 |                 |                 | phrased        |
|                 |                 |                 | probing        |
|                 |                 |                 | questions he   |
|                 |                 |                 | draws from the |
|                 |                 |                 | group* the     |
|                 |                 |                 | underlying     |
|                 |                 |                 | reasons for    |
|                 |                 |                 | their attitude |
|                 |                 |                 | and is able to |
|                 |                 |                 | diffuse the    |
|                 |                 |                 | situation.     |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 41. *Records    | She *maintains  | When asked to   | She *develops  |
|     Management  | attendance and  | design an       | r              |
|     Skill*      | continuing      | inventory       | ecommendations |
|                 | education unit  | system for      | to upgrade and |
| Storing data in | records for     | equipment       | automate the   |
| easily          | participants in | scheduling and  | Training &     |
| retrievable     | al training     | maintenance,    | Development    |
| form.           | programs* and,  | she identifies  | department\'s  |
|                 | following       | information     | record         |
|                 | established     | required and    | management     |
|                 | procedures,     | *designs a      | system* so     |
|                 | prepares        | system for      | that periodic  |
|                 | monthly reports | gathering and   | reports on     |
|                 | for each unit.  | storing         | cost           |
|                 |                 | information.*   | effectiveness  |
|                 | He establishes  | She then trains | and attendance |
|                 | an AV training  | the department  | can be         |
|                 | materials       | administrative  | developed and  |
|                 | resource centre | assistant to    | used in        |
|                 | for training    | organise        | planning and   |
|                 | department      | information for | in reports to  |
|                 | staff. The      | reporting and   | management.    |
|                 | services        | scheduling      |                |
|                 | include         | purposes.       | He, working    |
|                 | *cataloguing    |                 | with the data  |
|                 | and indexing    | After           | processing     |
|                 | current and new | participating   | department,    |
|                 | acquisitions.*  | in an external  | develops a     |
|                 |                 | information     | *framework for |
|                 | Etc.            | management      | storing and    |
|                 |                 | seminar, he     | retrieving     |
|                 |                 | *outlines the   | data* from an  |
|                 |                 | pros and cons   | extensive task |
|                 |                 | of automated    | analysis of    |
|                 |                 | information     | the            |
|                 |                 | storage and     | organisation.  |
|                 |                 | retrieval       | The data is    |
|                 |                 | systems* for    | known to have  |
|                 |                 | his department  | far reaching   |
|                 |                 | and briefs      | implications   |
|                 |                 | training peers  | in identifying |
|                 |                 | at a monthly    | training       |
|                 |                 | staff meeting.  | needs, and     |
|                 |                 |                 | *access to the |
|                 |                 | He works with   | information in |
|                 |                 | the word        | readily        |
|                 |                 | processor to    | useable forms  |
|                 |                 | *establish      | is vital to*   |
|                 |                 | methods for     | the training   |
|                 |                 | entering and    | department.    |
|                 |                 | retrieving a    |                |
|                 |                 | list of job     | Etc.           |
|                 |                 | tasks* for a    |                |
|                 |                 | supervisory     |                |
|                 |                 | training        |                |
|                 |                 | program.        |                |
|                 |                 |                 |                |
|                 |                 | Etc.            |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 4               | When asked he   | She is *asked   | His *advice is |
| 2. *Recruitment | can *describe   | to serve as a   | sought* on     |
|     Selection*  | the             | panel member*   | improvements   |
|                 | organisation\'s | on selection    | to the         |
| Know the        | policies on     | panels.         | o              |
| organisation    | selectio        |                 | rganisation\'s |
| policies on     | n/recruitment.* | He *conducts    | recruit        |
| selecti         |                 | training        | ment/selection |
| on/recruitment. |                 | sessions* on    | policies.      |
|                 |                 | recruitment and |                |
|                 |                 | selection.      | She is *asked  |
|                 |                 |                 | to speak at    |
|                 |                 |                 | external       |
|                 |                 |                 | seminar        |
|                 |                 |                 | s/conferences* |
|                 |                 |                 | on recruitment |
|                 |                 |                 | and selection. |
|                 |                 |                 |                |
|                 |                 |                 | He has         |
|                 |                 |                 | *produced      |
|                 |                 |                 | p              |
|                 |                 |                 | apers/articles |
|                 |                 |                 | on recruitment |
|                 |                 |                 | that have been |
|                 |                 |                 | published in   |
|                 |                 |                 | pers           |
|                 |                 |                 | onnel/training |
|                 |                 |                 | journals.*     |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 43              | During the few  | *After working  | Management has |
| . *Relationship | minutes before  | with a group of | decided to     |
|                 | a session where | repair people*  | reorganise and |
|    Versatility* | participants    | in a training   | has placed a   |
|                 | from several    | class, where    | previously     |
| Adjusting       | different       | the course      | line           |
| behaviour in    | organisation    | satisfaction    | management     |
| order to        | units will      | ratings were    | controlled     |
| establish       | discuss what    | high, he begins | training       |
| relationships   | needs to be     | to identify     | program under  |
| across a broad  | done to support | needs for a     | the authority  |
| range of people | the use of      | management      | of the         |
| and groups.     | important new   | development     | training       |
|                 | skills on the   | program. He     | department. He |
|                 | job, *he greets | gets excited    | *involves the  |
|                 | each person at  | about the       | line manager   |
|                 | the door and    | potential       | in             |
|                 | begins to make  | program and     | establishing   |
|                 | them            | tries to        | quality        |
|                 | comfortable*    | shorten the     | control        |
|                 | about being     | time line for   | procedures and |
|                 | there.          | introducing it. | personally     |
|                 |                 |                 | consults him   |
|                 | Realising that  | When working    | throughout the |
|                 | a difference of | with a group of | transition.*   |
|                 | opinion exists  | new trainers    | The manager    |
|                 | between two     | who are         | becomes a key  |
|                 | groups and that | hesitant to     | supporter of   |
|                 | one group is    | take            | the new        |
|                 | more defensive  | responsibility  | structure.     |
|                 | about its       | for their own   |                |
|                 | position, she   | learning and    | During the     |
|                 | *shifts to a    | who prefer that | development of |
|                 | listening mode  | the facilitator | an executive   |
|                 | and spends time | take a          | development    |
|                 | letting the     | directive       | plan where a   |
|                 | defensive group | stance in       | large          |
|                 | air its         | leading class   | percentage of  |
|                 | frustrations.*  | sessions, he    | top management |
|                 |                 | *begins where   | is             |
|                 | Etc.            | they are by     | anti-training, |
|                 |                 | taking a        | she implements |
|                 |                 | directive       | a *strategy of |
|                 |                 | position,* then | meeting        |
|                 |                 | gradually       | formally and   |
|                 |                 | *moves to a     | informally     |
|                 |                 | non-directive   | with key       |
|                 |                 | style* as       | executives* to |
|                 |                 | participants    | discuss their  |
|                 |                 | gain confidence | concerns and   |
|                 |                 | and competence. | visions for    |
|                 |                 |                 | the            |
|                 |                 | Etc.            | organisation.  |
|                 |                 |                 | The executives |
|                 |                 |                 | ultimately     |
|                 |                 |                 | provide a      |
|                 |                 |                 | budget to fund |
|                 |                 |                 | a major new    |
|                 |                 |                 | development    |
|                 |                 |                 | initiative.    |
|                 |                 |                 |                |
|                 |                 |                 | During a       |
|                 |                 |                 | 5-week         |
|                 |                 |                 | executive      |
|                 |                 |                 | development    |
|                 |                 |                 | course in      |
|                 |                 |                 | which 3        |
|                 |                 |                 | participants   |
|                 |                 |                 | present are    |
|                 |                 |                 | initially      |
|                 |                 |                 | unwilling to   |
|                 |                 |                 | disclose their |
|                 |                 |                 | needs or       |
|                 |                 |                 | ideas, he      |
|                 |                 |                 | *builds a      |
|                 |                 |                 | relationship   |
|                 |                 |                 | with each      |
|                 |                 |                 | individual and |
|                 |                 |                 | is even asked  |
|                 |                 |                 | to help them   |
|                 |                 |                 | develop        |
|                 |                 |                 | consensus on   |
|                 |                 |                 | major          |
|                 |                 |                 | problems* that |
|                 |                 |                 | come up for    |
|                 |                 |                 | discussion     |
|                 |                 |                 | during the     |
|                 |                 |                 | program.       |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 44. *Research   | He develops a   | When he is      | When asked to  |
|     Skills*     | pre and post    | asked to        | show the       |
|                 | questionnaire   | evaluate the    | effects of a   |
| Selecting,      | to *assess      | reliability of  | training       |
| developing and  | knowledge       | a               | program on the |
| using           | change that has | questionnaire,  | productivity   |
| methodologies,  | occurred* as a  | he *reviews the | of a group of  |
| statistical and | result of a     | different       | customer       |
| data collection | series of       | approaches for  | service reps,  |
| techniques for  | seminars on the | measuring       | the evaluator  |
| a formal        | participative   | reliability and | recommends a   |
| enquiry.        | workplace.      | determines that | nominal group  |
|                 |                 | a test/retest   | technique for  |
|                 | An employee     | approach using  | defining       |
|                 | seeks advice    | people trained  | \"p            |
|                 | from a          | to code         | roductivity\". |
|                 | specialist on   | responses* will | She then       |
|                 | how to prepare  | be most         | *develops a    |
|                 | for a           | appropriate.    | pre and post   |
|                 | supervisory     |                 | measurement    |
|                 | position. He    | She prepares a  | strategy*      |
|                 | *selects        | *policy         | which managers |
|                 | standard        | statement and   | feel will      |
|                 | interest and    | guidelines for  | gather useful  |
|                 | skills          | evaluation      | data and which |
|                 | batteries to    | practices* to   | her research   |
|                 | help the        | be used for all | colleagues     |
|                 | individual      | formal training | agree will be  |
|                 | assess his      | and development | valid.         |
|                 | development     | events.         |                |
|                 | needs.*         |                 | She is asked   |
|                 |                 | He develops and | to evaluate    |
|                 | She develops a  | validates a     | the impact of  |
|                 | true/false      | questionnaire   | a program      |
|                 | multiple choice | for             | whose          |
|                 | *test to assess | participants to | objectives     |
|                 | knowledge       | send to their   | include        |
|                 | levels* at the  | boss, peers and | attitude as    |
|                 | end of a        | subordinates    | well as skill  |
|                 | computer aided  | before a        | and knowledge  |
|                 | learning module | program. This   | development.   |
|                 | on the basis of | questionnaire   | She develops   |
|                 | robot repair.   | helps them      | an observation |
|                 |                 | identify *how   | checklist for  |
|                 | Technical       | their skill and | supervisors    |
|                 | employees are   | style are       | and a          |
|                 | frustrated by   | perceived* by   | self-report    |
|                 | limited career  | those they work | format which   |
|                 | options. She is | with and to     | *assesses post |
|                 | asked to see if | identify areas  | course         |
|                 | a job rotation  | for             | knowledge,     |
|                 | system might    | development.    | attitudes and  |
|                 | make better use |                 | skill levels.* |
|                 | of and better   | Etc.            |                |
|                 | develop their   |                 | When asked to  |
|                 | skills. As      |                 | track the      |
|                 | first step she  |                 | impact and     |
|                 | *selects        |                 | identify the   |
|                 | generic         |                 | most           |
|                 | inventories* to |                 | successful     |
|                 | help employees  |                 | ingredients of |
|                 | assess their    |                 | a              |
|                 | skills.         |                 | multi-faceted  |
|                 |                 |                 | program        |
|                 | Etc.            |                 | designed to    |
|                 |                 |                 | help managers  |
|                 |                 |                 | and employees  |
|                 |                 |                 | develop a more |
|                 |                 |                 | open attitude  |
|                 |                 |                 | toward change, |
|                 |                 |                 | he *develops   |
|                 |                 |                 | an integrated  |
|                 |                 |                 | research       |
|                 |                 |                 | design which   |
|                 |                 |                 | incorporates   |
|                 |                 |                 | pre and post   |
|                 |                 |                 | course         |
|                 |                 |                 | q              |
|                 |                 |                 | uestionnaires, |
|                 |                 |                 | analyses       |
|                 |                 |                 | project        |
|                 |                 |                 | failures over  |
|                 |                 |                 | time and       |
|                 |                 |                 | measures*      |
|                 |                 |                 | cl             |
|                 |                 |                 | imate/attitude |
|                 |                 |                 | changes for    |
|                 |                 |                 | all key        |
|                 |                 |                 | groups. The    |
|                 |                 |                 | design wins    |
|                 |                 |                 | honourable     |
|                 |                 |                 | mention in a   |
|                 |                 |                 | key research   |
|                 |                 |                 | journal.       |
|                 |                 |                 |                |
|                 |                 |                 | He develops a  |
|                 |                 |                 | plan for a     |
|                 |                 |                 | three year     |
|                 |                 |                 | evaluation of  |
|                 |                 |                 | the            |
|                 |                 |                 | o              |
|                 |                 |                 | rganisation\'s |
|                 |                 |                 | training       |
|                 |                 |                 | series for     |
|                 |                 |                 | executives. He |
|                 |                 |                 | *develops an   |
|                 |                 |                 | evaluation     |
|                 |                 |                 | strategy*      |
|                 |                 |                 | which tracks   |
|                 |                 |                 | behaviour      |
|                 |                 |                 | change,        |
|                 |                 |                 | participant    |
|                 |                 |                 | reactions to   |
|                 |                 |                 | programs and   |
|                 |                 |                 | which compares |
|                 |                 |                 | program        |
|                 |                 |                 | content with   |
|                 |                 |                 | the            |
|                 |                 |                 | o              |
|                 |                 |                 | rganisation\'s |
|                 |                 |                 | goals and      |
|                 |                 |                 | strategic      |
|                 |                 |                 | priorities and |
|                 |                 |                 | strategic      |
|                 |                 |                 | weaknesses.    |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 45. *Social     | He *knows what  | She *integrates | He is invited  |
|                 | social          | social          | to be a        |
|    Legislation* | legislation*    | legislation     | *member of     |
|                 | has been        | considerations  | external       |
| Know what       | approved that   | into her        | committees     |
| social          | has training    | training        | involved in    |
| legislation has | and development | programs.*      | drafting       |
| impact on       | implications.   |                 | social         |
| training,       |                 | He *conducts    | legislation    |
| development     | She *can        | training on the | rec            |
| activities and  | describe what   | implicatio      | ommendations.* |
| the appropriate | are the         | ns/obligations* |                |
| actions.        | appropriate     | of the social   | Her *advice on |
|                 | actions* to     | legislation     | the            |
|                 | conform to the  |                 | impa           |
|                 | social          |                 | ct/obligations |
|                 | legislation.    |                 | of social      |
|                 |                 |                 | legislation is |
|                 |                 |                 | sought by      |
|                 |                 |                 | senior         |
|                 |                 |                 | managers* of   |
|                 |                 |                 | the            |
|                 |                 |                 | organisation.  |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 4               | He *conducts    | He *conducts    | She is         |
| 6. *Specialised | training* in    | research into   | *generally     |
|     Specific    | the specific    | the subject*    | acknowledged   |
|     Subject     | subject.        | and produces    | as a subject   |
|     Material*   |                 | recommendations | expert* and    |
|                 | She *prepares   | on the          | she is the     |
| Having the      | lesson plans*   | training.       | person who is  |
| necessary       | for the         |                 | most often     |
| skills and      | training that   | When asked, she | thought of,    |
| knowledge for   | clearly         | answers         | when           |
| the             | demonstrates    | trainees        | authority\'s   |
| presentation of | her             | problems about  | advice is      |
| the required    | understanding   | the subject     | sought.        |
| training (that  | of the subject  | material.       |                |
| is not          | material.       |                 | He *provides   |
| \               |                 |                 | advice to      |
| "operational\", |                 |                 | training       |
| \"trade\" or    |                 |                 | staff* who are |
| \"technical\".  |                 |                 | conducting     |
|                 |                 |                 | training       |
|                 |                 |                 | courses in the |
|                 |                 |                 | specific       |
|                 |                 |                 | subject.       |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 47. *Team       | When asked she  | She *conducts   | The senior     |
|     Building*   | *describe the   | training        | executive is   |
|                 | factors that    | sessions on     | concerned      |
| Knowing that    | inhibit team    | team building.* | about some of  |
| factors inhibit | effectiveness.* |                 | her work       |
| team            |                 | He              | team\'s        |
| effectiveness   | He              | *demonstrates   | effectiveness  |
| and what can be | *demonstrates   | the techniques  | and asks the   |
| done to promote | the techniques  | of team         | specialist for |
| teamwork.       | of team         | building.*      | his *advice on |
|                 | building.*      |                 | some           |
|                 |                 |                 | organisation   |
|                 |                 |                 | strategies.*   |
|                 |                 |                 |                |
|                 |                 |                 | He uses team   |
|                 |                 |                 | building       |
|                 |                 |                 | techniques to  |
|                 |                 |                 | *improve the   |
|                 |                 |                 | effectiveness  |
|                 |                 |                 | of a team of   |
|                 |                 |                 | senior         |
|                 |                 |                 | managers* of   |
|                 |                 |                 | which he is a  |
|                 |                 |                 | member.        |
|                 |                 |                 |                |
|                 |                 |                 | She has        |
|                 |                 |                 | *written       |
|                 |                 |                 | articles on    |
|                 |                 |                 | team building  |
|                 |                 |                 | which have     |
|                 |                 |                 | been           |
|                 |                 |                 | published* in  |
|                 |                 |                 | personnel      |
|                 |                 |                 | training       |
|                 |                 |                 | journals.      |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 48. *Training   | He regularly    | She makes a     | He is asked to |
|     and         | reads and       | presentation to | justify why    |
|     Development | refers to       | her manager     | the function   |
|     Field       | articles in the | which shows how | should not be  |
|                 | *TRAINING &     | her train the   | eliminated due |
|  understanding* | DEVELOPMENT     | trainer         | to declining   |
|                 | Journal and     | programs        | financial      |
| Knowing the     | Training        | *incorporate    | resources and  |
| technological,  | Magazine.*      | advanced        | increasing     |
| social,         |                 | training        | numbers of     |
| economic,       | She *notices an | techniques.*    | qualified      |
| professional    | increase in the |                 | potential      |
| and regulatory  | articles and    | Based on her    | employees. The |
| issues in the   | talks dealing   | attendance at   | manager        |
| field;          | with* the       | *several annual | *describes the |
| understanding   | application of  | conferences and | range of       |
| the role        | Human Resource  | her broad       | contributions  |
| TRAINING &      | Accounting      | reading about   | that training  |
| DEVELOPMENT     | practices to    | what is         | and            |
| plays in        | Education,      | happening in    | development    |
| helping         | Training and    | the field,* she | can make to    |
| individuals     | Development and | notes and       | organisations* |
| learn for       | begins to learn | discusses the   | in difficult   |
| current and     | about HRA       | implementations | times and      |
| future jobs.    | before it       | of a trend      | convinces the  |
|                 | becomes an      | toward learning | organisation   |
|                 | issue in his    | designs where   | to retain the  |
|                 | organisation.   | the learner     | function.      |
|                 |                 | takes more      |                |
|                 | Etc.            | responsibility  | She leads a    |
|                 |                 | for the         | conference     |
|                 |                 | objectives and  | session on     |
|                 |                 | for application | *issues and    |
|                 |                 | decisions.      | trends in the  |
|                 |                 |                 | field.* The    |
|                 |                 | Etc.            | audience       |
|                 |                 |                 | consists of    |
|                 |                 |                 | training       |
|                 |                 |                 | managers of    |
|                 |                 |                 | large          |
|                 |                 |                 | companies.     |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 49. *Training   | In a            | As a result of  | She must       |
|     and         | presentation of | a hiring        | develop a 9    |
|     Development | self-study      | freeze, he      | module         |
|     Techniques  | supervisory     | *reviews the    | self-study     |
|                 | development     | training        | program on     |
|  Understanding* | program, he     | techniques*     | drugs and      |
|                 | *describes      | used throughout | effects. She   |
| Knowing the     | advantages and  | all divisions   | sees her task  |
| techniques and  | disadvantages   | and             | as clearly     |
| methods used in | of programmed   | subsidiaries in | presenting -   |
| training;       | instruction for | the             | in depth - a   |
| understanding   | this            | organisation.   | great deal of  |
| their           | situation.*     | After studying  | information,   |
| appropriate     |                 | course records  | but also       |
| uses.           | In a            | and research    | keeping the    |
|                 | presentation    | findings, he    | audience       |
|                 | for new         | develops a set  | interested.    |
|                 | trainers, she   | of              | She develops   |
|                 | develops *a     | recommendations | and uses a     |
|                 | list of         | which indicate: | *format that   |
|                 | commonly used   | (1) which       | incorporates   |
|                 | training and    | courses must    | graphics,      |
|                 | development     | have a *live    | space,         |
|                 | techniques and  | instructor      | summaries,     |
|                 | the advantages  | using group     | case examples, |
|                 | and             | interactions    | diagrams and   |
|                 | disadvantages   | techniques;*    | short but      |
|                 | of each.*       | (2) which       | clearly        |
|                 |                 | courses could   | written        |
|                 | Etc.            | easily be       | essays.*       |
|                 |                 | converted to a  | Retention      |
|                 |                 | *m              | rates are 90%  |
|                 |                 | aterials-based, | after the      |
|                 |                 | self            | pilot.         |
|                 |                 | instructional   |                |
|                 |                 | format;* (3)    | He is          |
|                 |                 | which should    | preparing a    |
|                 |                 | remain as they  | guidebook for  |
|                 |                 | are.            | use as an aid  |
|                 |                 |                 | in designing   |
|                 |                 | A lecture-based | training and   |
|                 |                 | course has only | development    |
|                 |                 | been partially  | programs, and  |
|                 |                 | successful,     | writes a       |
|                 |                 | although the    | *description   |
|                 |                 | content is      | of 100         |
|                 |                 | accurate and    | techniques     |
|                 |                 | complete for    | used to help   |
|                 |                 | participant     | adults learn.* |
|                 |                 | needs. She      |                |
|                 |                 | reviews the     | In Producing a |
|                 |                 | attitude and    | multi-course   |
|                 |                 | interest        | program to     |
|                 |                 | problems and    | train          |
|                 |                 | proposes *6     | technicians,   |
|                 |                 | other ways the  | he designs a   |
|                 |                 | material could  | program which  |
|                 |                 | be more         | incorporates   |
|                 |                 | successfully    | *assessment,   |
|                 |                 | presented.*     | computer-aided |
|                 |                 |                 | instruction,   |
|                 |                 | Because an      | workshops,     |
|                 |                 | off-the-shelf   | mentoring      |
|                 |                 | training        | projects,      |
|                 |                 | package         | simulations,   |
|                 |                 | includes case   | interactive    |
|                 |                 | studies which   | video, field   |
|                 |                 | do not quite    | trips, case    |
|                 |                 | fit the         | studies and    |
|                 |                 | company\'s      | role plays.*   |
|                 |                 | situation, he   |                |
|                 |                 | *recommends     | Each technique |
|                 |                 | several         | is selected    |
|                 |                 | alternatives to | because of its |
|                 |                 | the case        | leverage in    |
|                 |                 | modules,*       | helping        |
|                 |                 | including role  | achieve        |
|                 |                 | plays,          | program        |
|                 |                 | demonstrations, | objectives.    |
|                 |                 | participant     |                |
|                 |                 | development     | Etc.           |
|                 |                 | cases, guided   |                |
|                 |                 | imagery and     |                |
|                 |                 | other methods.  |                |
|                 |                 |                 |                |
|                 |                 | Etc.            |                |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 50. *Technical  | He is a         | She *conducts   | He is asked to |
|     Subject     | *qualified      | training        | *speak at      |
|     Material*   | technician* in  | courses* for    | seminars and   |
|                 | this area.      | other           | conferences*   |
| Understanding   |                 | technicians in  | on this        |
| the technical   | She can         | this subject.   | subject.       |
| functions that  | *explain the    |                 |                |
| are being       | details* of the | He is generally | An             |
| taught.         | technical       | recognised as a | organisation   |
|                 | subject.        | *compet         | is wanting     |
|                 |                 | ent/experienced | someone to     |
|                 |                 | person in this  | lecture to     |
|                 |                 | subject.*       | their          |
|                 |                 |                 | technical      |
|                 |                 |                 | trainers on    |
|                 |                 |                 | this subject   |
|                 |                 |                 | and they ask   |
|                 |                 |                 | for this       |
|                 |                 |                 | person.        |
|                 |                 |                 |                |
|                 |                 |                 | She has had    |
|                 |                 |                 | her *research  |
|                 |                 |                 | findings in    |
|                 |                 |                 | this area      |
|                 |                 |                 | published* in  |
|                 |                 |                 | technical      |
|                 |                 |                 | journals.      |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 51. *Trade      | She is a        | He can *answer  | She is a       |
|     subject     | *qualified      | problems* that  | *member of an  |
|     Material*   | trades person*  | are raised by   | external trade |
|                 | in this area.   | trainers.       | training       |
| Understanding   |                 |                 | advisory       |
| the trade       | He can *provide | She *plans and  | body.*         |
| functions that  | the required    | implements*     |                |
| are being       | trade subject   | trade training  | He is          |
| taught.         | material.*      | lessons.        | *recognised in |
|                 |                 |                 | the community* |
|                 | She knows       | He is generally | as a           |
|                 | *where to       | recognised as a | compete        |
|                 | research        | *compet         | nt/experienced |
|                 | subject         | ent/experienced | person in this |
|                 | material.*      | person in this  | trade.         |
|                 |                 | subject.*       |                |
|                 |                 |                 | She has won    |
|                 |                 | She has *won    | major prizes   |
|                 |                 | organisational  | in             |
|                 |                 | awards* for     | national       |
|                 |                 | trade           | /international |
|                 |                 | competence.     | competitions   |
|                 |                 |                 | of trade       |
|                 |                 |                 | competence.    |
+-----------------+-----------------+-----------------+----------------+

**THE COMPETENCY MODEL FOR THE EDUCATION TRAINING & DEVELOPMENT FIELD**

+-----------------+-----------------+-----------------+----------------+
|                 | **EXAMPLE       |                 |                |
|                 | BEHAVIOUR       |                 |                |
|                 | ILLUSTRATING    |                 |                |
|                 | LEVELS OF       |                 |                |
|                 | EXPERTISE**     |                 |                |
+-----------------+-----------------+-----------------+----------------+
| **The           | **Basic**       | *               | **Advanced**   |
| Competency**    |                 | *Intermediate** |                |
+-----------------+-----------------+-----------------+----------------+
| 52. *Writing    | When he is      | When given a    | Given content  |
|     Skills*     | asked to *edit* | topical         | outline,       |
|                 | a short manual  | outline, he     | reference      |
| Preparing       | written by a    | creates a       | materials and  |
| written         | professional    | *coherent,      | a helpful      |
| material which  | writer, he      | precise and     | subject matter |
| follows         | makes changes   | concise essay*  | expert, she    |
| generally       | to assure the   | for course      | *writes        |
| accepted rules  | text conforms   | background      | branching      |
| of style and    | to generally    | reading.        | programmed     |
| form, is        | accepted        |                 | instruction    |
| appropriate for | *rules* of      | Given a design, | materials that |
| the audience,   | grammar,        | objectives,     | maintain       |
| creative and    | punctuation and | content and     | reader         |
| accomplishes    | style.          | audience        | interest and   |
| its intended    |                 | description for | involvement.*  |
| purposes.       | Given a general | a course and    |                |
|                 | content         | asked to write  | She *writes a  |
|                 | outlines, a     | the student     | research       |
|                 | design,         | guide, she      | report* which  |
|                 | objectives and  | *develops an    | proposes       |
|                 | rough draft, he | approach* which | several new    |
|                 | *writes the     | the audience    | practices for  |
|                 | script for a    | will find       | the Education, |
|                 | straight        | interesting,    | Training &     |
|                 | forward 10      | *uses words     | Development    |
|                 | minute slide    | familiar to the | field. A       |
|                 | and tape        | audience, and   | leading        |
|                 | program* about  | includes        | *Applied       |
|                 | current issues. | examples and    | Research*      |
|                 |                 | stories to      | Journal        |
|                 | She *rewrites   | illustrate key  | accepts it     |
|                 | the benefits    | points.* The    | with minor     |
|                 | section of a    | pilot test      | revisions.     |
|                 | program         | shows interest  |                |
|                 | brochure* to    | and attention   | He *writes a   |
|                 | make it more    | levels to be    | proposal to    |
|                 | relevant to the | high.           | develop an     |
|                 | expected        |                 | expensive      |
|                 | audience needs. | Given a vague   | instructional  |
|                 |                 | idea, he        | system for* an |
|                 | Etc.            | *writes the     | out of town    |
|                 |                 | treatment,      | client. The    |
|                 |                 | script and      | proposal is    |
|                 |                 | storyboard* for | the only       |
|                 |                 | an AV           | information    |
|                 |                 | presentation.   | that line and  |
|                 |                 |                 | staff managers |
|                 |                 | Etc.            | in the client  |
|                 |                 |                 | group review   |
|                 |                 |                 | in making      |
|                 |                 |                 | their          |
|                 |                 |                 | decision. The  |
|                 |                 |                 | proposal is    |
|                 |                 |                 | accepted with  |
|                 |                 |                 | the comment    |
|                 |                 |                 | \"You clearly  |
|                 |                 |                 | communicated   |
|                 |                 |                 | our needs, the |
|                 |                 |                 | purpose and    |
|                 |                 |                 | advantages of  |
|                 |                 |                 | your program,  |
|                 |                 |                 | and why we     |
|                 |                 |                 | should work    |
|                 |                 |                 | with you\".    |
|                 |                 |                 |                |
|                 |                 |                 | Etc.           |
+-----------------+-----------------+-----------------+----------------+

**Appendix II Industrial application**

Basic Description of Job Titles/Incumbent Requirements

**[Assistant Training Officer - Operational]{.underline}**

This position is essentially a position that is a transitional position
from that of an operational instructor to that of a training officer.
The classification of the job would be no different but the person
appointed to this position will have demonstrated the interest and
potential to acquire the necessary skills in needs analysis course
design and presentation that would make them eligible for consideration
for a training officer\'s position. If the person did not demonstrate
the necessary progress within 18 months, they would revert to being an
instructor.

**[Assistant Training Officer - General]{.underline}**

This position is essentially a position that is a transitional position
to that of a training officer. The classification of the job reflects an
opportunity to demonstrate the ability to move from Trade, Operational
and Technical training positions. The person appointed to this position
will have demonstrated their interest and potential to acquire the
necessary skills in needs analysis course design and presentation that
would make them eligible for consideration for a training officer
position. If the person did not demonstrate the necessary progress
within 18 months they would revert to their previous position. One of
the distinctions of this position compared to the other assistant
training officer position is the ability to conceptualise and conduct
training in abstract areas as well as concrete.

**[Assistant Technical Training Officer]{.underline}**

This position is essentially a position that is a transitional position
from that of a technical instructor to that of a Training Officer.

The classification of the job would be no different but the person
appointed to this position will have demonstrated the interest and
potential to acquire the necessary skills in needs analysis, course
design and presentation that would make them eligible for consideration
for a training officer\'s position. If the person did not demonstrate
the necessary progress within 18 months they would revert to being an
instructor.

**[Principal Training Officer]{.underline}**

This position is essentially a supervisory position.

This position is to provide the co-ordination of a technical or
operational training team.

The person appointed to this position would usually come from a senior
technical or operational training officer\'s position. In addition to
possessing a high level of competence in the skills necessary for their
senior training officers, they would also need skills in supervision and
management, ie planning, organising, leading and controlling.

**[General Training Officer]{.underline}**

This job is concerned with the presentation of material to which the
person has contributed an input greater than 30% of content and
methodology where the content can be anything that this position is
directed to present. The complexity is greater for the general training
position for the very reason of its general nature, ie, there are no
clear parameters as to what they should and should not be directed to
present. The incumbent will need to have good training process skills to
be appointed to this position with the ability to present abstract as
well as concrete material.

**[Senior Operational Training Officer]{.underline}**

This job is concerned with presentation of material for which this
position is held accountable, for both the content and methodology, and
also probably for the supervision of other training staff presenting
their material. The incumbent will have been a training officer
operational who has very good skills in needs analysis, course design,
presentation and supervision of other training staff.

**[Senior Technical Training Officer]{.underline}**

This job is concerned with presentation of material for which this
position is held accountable, for both the content and methodology, and
also probably for the supervision of either training staff presenting
their material. The incumbent will have been a training officer
technical who has very good skills in needs analysis, course design,
presentation and supervision of other training staff.

**[Senior General Training Officer]{.underline}**

This job is concerned with presentation of material to which the person
has contributed in input greater than 60% of content methodology and
presentation for which on a day-to-day basis is held accountable. This
position would require more than 12 months experience at a level
equivalent to a training officer general. The incumbents would need a
very good training process skills with good results having been achieved
in needs analysis and course design. The supervisory skills to head
other training staff may also be necessary.

**[Management Skills Adviser]{.underline}**

This job is concerned not only with the design and presentation of
material of a management and supervisory nature, it includes the
provision of management consulting services. The accountabilities of
this position extends beyond the training room such that up to 50% of
this position\'s time would be used in providing advice and guidance at
all levels of management on the application of management skills and
concepts. The incumbents would have excellent training process skills
and achieved a level of experience and skills that their advice is
sought is highly valued. Successful supervisory experience may be
necessary.

**[Instructor specific]{.underline}**

This job is concerned with the presentation of material that is
pre-determined by other people and is narrow in its field and does not
give the trainees many options. Examples could be first aid instructor.

**[Operations Instructors]{.underline}**

This job is concerned with the preparation of material that is
pre-determined by other people and the subject material is concerned
with operational tasks. Examples could be guards\' instructors, shunters
instructors. The incumbents will probably require various operational
qualifications.

**[Trade Instructors]{.underline}**

This job is concerned with the presentation of material that is largely
pre-determined by other people and the subject material is trade based.
An example could be trade teachers for apprentices. The incumbents would
need to be qualified tradesmen.

**[Technical Instructor]{.underline}**

This job is concerned with the presentation of material that is largely
pre-determined by other people and the subject material are trade based
but the trainees are mostly qualified technicians. An example could be
an instructor of diesel maintenance.

**[Operations Training Officer]{.underline}**

This job is concerned with the presentation of material to which this
person has contributed a significant input, ie more that 50% of content
and methodology concerned with operational tasks training. Examples
could be trainers of Station Officers and Station Masters in station
accounts. The incumbents will have been an operational instructor who
has increased their skills in needs analysis, course design and
presentation.

**[Technical Training Officer]{.underline}**

This job is concerned with the presentation of material to which this
person has contributed a significant input in more than 50% of content
and methodology concerned with subject material that is trade based and
includes technical enhancements. The incumbent will have been an
instructor technical who has increased their skills in needs analysis,
course design and presentations.

**[Senior Operations Instructor]{.underline}**

This position is essentially a supervising position. It will not exist
in all operational areas but only where there is a requirement for a
supervisor of a number of instructors in a specific area. The incumbent
will have been an operations instructor who has demonstrated not only
competence in instructing and the necessary operations skills and
knowledge, but also in supervision. The incumbents will require various
operations qualifications. An example could be Senior Operations
Instructor (shunters).

**[Senior Trade Instructor]{.underline}**

This position is essentially a supervising position. It will not exist
in all trade areas but only where there is a requirement for a
supervisor of a number of instructors in a specific area. The incumbent
will have been a trade instructor who has demonstrated not only
competence in instructing at the necessary levels of trade skills and
knowledge but also in supervision.

The incumbents will require trade qualifications. An example would be
Senior Trade Instructor (fitting and turning).

**[Senior Technical Instructor]{.underline}**

This position is essentially a supervising position. It will not exist
in all areas but only where there is a requirement for a supervisor of a
number of instructors in a specific area. The incumbent will have been
either a trade or technical instructor who has demonstrated not only
competence in instructing at the necessary levels of technical skills
and knowledge but also in supervision. The incumbent will require
trade/technical qualifications. An example will be Senior Technical
Instructor (Diesel Maintenance).

**ROLES/COMPETENCIES MATRIX**

This chart illustrations the level of expertise required in each
competency area. Competencies are listed alphabetically. No attempt has
been made to list relative importance.

**COMPETING RATING KEY**

**E = Essential to the correct performance of the position**

**D = Desirable in the correct performance of the position**

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 4%" />
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<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
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<col style="width: 4%" />
<col style="width: 4%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><strong>Princ. Trng Off.</strong></td>
<td><strong>Mgt Skills Advis</strong></td>
<td><p><strong>Snr. Gen.</strong></p>
<p><strong>Train'g Off.</strong></p></td>
<td><strong>Snr. Tech. Train'g Off.</strong></td>
<td><strong>Snr. Op. Train'g Off.</strong></td>
<td><p><strong>Gen.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Techn.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><strong>Oper. Train'g Off.</strong></td>
<td><strong>Snr. Tech Instr.</strong></td>
<td><strong>Snr. Trade Instr.</strong></td>
<td><p><strong>Snr. Oper.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Gen.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Tech.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Oper.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Techn.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Trade</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Oper.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Instr.</strong></p>
<p><strong>Spec.</strong></p></td>
</tr>
<tr class="even">
<td>Active Listening</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Administration</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>D</td>
</tr>
<tr class="even">
<td>Adult Learning Und.</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>AV Skills</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="even">
<td>Career Development Know.</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Coaching &amp; Training</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>D</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Compensation Benefits</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Competence Ident.</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Computer Comp.</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Conflict Resolution</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
</tr>
<tr class="even">
<td>Counselling Skill</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Cost/Benefit Analysis</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Data Reduction</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Delegation Skill</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Facilities Skills</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Feedback Skill</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="even">
<td>Futuring Skill</td>
<td>E</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Government Regulation</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="even">
<td>Group Process Skill</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Human Relations</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="even">
<td>Industrial Relations</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Industry Und.</td>
<td>D</td>
<td>E</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Intellectual Vers.</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Library Skill</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Marketing Management</td>
<td>NIL</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
</tbody>
</table>

**ROLES/COMPETENCIES MATRIX (CONTINUED)**

These chart illustrations the level of expertise required in each
competency area. Competencies are listed alphabetically. No attempt has
been made to list relative importance.

**COMPETING RATING KEY**

**E = Essential to the correct performance of the position**

**D = Desirable in the correct performance of the position**

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><strong>Princ. Trng Off.</strong></td>
<td><strong>Mgt Skills Advis</strong></td>
<td><p><strong>Snr. Gen.</strong></p>
<p><strong>Train'g Off.</strong></p></td>
<td><strong>Snr. Tech. Train'g Off.</strong></td>
<td><strong>Snr. Op. Train'g Off.</strong></td>
<td><p><strong>Gen.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Techn.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><strong>Oper. Train'g Off.</strong></td>
<td><strong>Snr. Tech Instr.</strong></td>
<td><strong>Snr. Trade Instr.</strong></td>
<td><p><strong>Snr. Oper.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Gen.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Tech.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Assist.</strong></p>
<p><strong>Oper.</strong></p>
<p><strong>Train'g</strong></p>
<p><strong>Off.</strong></p></td>
<td><p><strong>Techn.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Trade</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Oper.</strong></p>
<p><strong>Instr.</strong></p></td>
<td><p><strong>Instr.</strong></p>
<p><strong>Spec.</strong></p></td>
</tr>
<tr class="even">
<td>Model Building Skill</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>D</td>
<td>D</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Motivating</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Negotiating Skills</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Networking</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Object Prep.</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Operations Sub. Matr.</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="even">
<td>Oral Communication</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Org. Behaviour Und.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Organisation Und.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Perf. Observ. Skill</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Pers./HR Field Und.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Policies &amp; Procedures</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Presentation Skill</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
<td>E</td>
</tr>
<tr class="odd">
<td>Problem Solving</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Questioning Skill</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Records Mgt Skill</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Recruitment/Selection</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Relationship Vers.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Research Skill</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Social Legislation</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Specialised specific Subject Material</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Team Building</td>
<td>NIL</td>
<td>D</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>TRAINING &amp; DEVELOPMENT Field Und.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>TRAINING &amp; DEVELOPMENT Techniques Und.</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Tech. Subject Material</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="odd">
<td>Trade Subject Material</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>E</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
</tr>
<tr class="even">
<td>Writing Skills</td>
<td>NIL</td>
<td>E</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
<td>NIL</td>
</tr>
</tbody>
</table>