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Appendix C – History of Instructor Improvement 

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Appendix C 

History of Instructor Improvement 

Source: 

Carryover Item 401-3 (This item originated from the Committee and first appeared on its agenda in 2003.) 

Background/Discussion: 

Prior to the 2010 Annual Meeting, Ms. Harris, NIST OWM, provided the Committee with reference material on 

teaching methods and assessment of training success. Distilling the essence of these materials, the Committee 

believes that instructors need training in more than just the technical material; they need training in setting the 

learning objectives, developing the training materials with those objectives in mind, selecting training methods that 

incorporate adult learning styles, and evaluating the effectiveness of their training. 

Education Subsystem 

The chart below covers three levels of learning objectives and relates them to (1) the training activities most likely to 

be successful and (2) the best methods for assessing the success of the training. The curriculum segments state the 

learning objectives using verbs similar to those in the bottom row of the table. These drive both the training 

activities required to promote adult learning and the assessment tools appropriate to measure success at that level. 

Assessments Multiple Choice Multiple Choice Practical Examples Short Answer

Training Activities Lecture 

Videos 

Examples 

Discussion 

Review 

Learner 

Presentation 

Exercises 

Simulations 

Demonstrations 

Cognitive Levels Knowledge Comprehensive Application 

Define 

Relate 

List

Restate 

Discuss 

Describe 

Identify

Employ 

Apply 

Use 

Illustrate

NIST, OWM has expressed strong interest in collaborating with NCWM in efforts to educate instructors in adult 

learning techniques and relating them to the learning objectives in NCWM curriculum. The Committee will be 

posting NIST, OWM material on converting technical content to training material on the PDC training resources 

web pages. The importance of pre-training analysis and post-training evaluation cannot be overestimated. Failure 

to include these steps often leads to failure of training efforts. 
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Professional Certification Program 

Systems Approach to Training Evaluation 

The Committee is calling on the states and other training developers to implement the Analysis, Design, 

Development, Implementation, and Evaluation (ADDIE) model in their training preparations and post training 

evaluation. Everyone needs to participate in the development of new BOK modules and then encourage their 

trainers to use existing BOK modules in their training plans. 

The Committee encourages members to also look at the presentation on A Complete Training Program prepared by 

Carol Hockert, NIST, OWM. The presentation outlines ways to develop training programs and improve instruction 

of weights and measures material. Contact Ms. Hockert for a copy. 

NCWM 2012 Interim Meeting: Advisors from NIST, OWM reported that they are using NCWM BOK in preparing 

new training initiatives. They are stressing adult learning techniques, particularly focusing on the use of hands-on 

training as the most popular and effective training tool. This ties in closely with the new baseline competency 

exams discussed in Item 410-1. NIST, OWM is using these exams to ensure students in NIST sponsored training 

courses are competent in prerequisite course materials prior to taking training. They reported that they are already 

drafting questions for the baseline competency exams. They see significant efficiencies in using NCWM testing 

services for this purpose since they are already in place. 

Ms. Hockert, NIST, OWM, recommended a basic math prerequisite for persons taking Metrology or other related 

weights and measures courses sponsored by NIST. The math exam would allow trainees to demonstrate entry level 

math skills and make the training process more efficient and effective. One official discussed the California 

licensing requirement of a college degree which requires a certain number of math courses and asked if this would 

satisfy the need for the math prerequisite. Several California officials expressed concern about the Professional 

Certification Program replacing existing state licensing programs, and if adopted it might require amendment of 

existing state statutes. Because math competency is an essential skill for weights and measures work, the 

Committee recommends that the PDC include in its scope the development of an exam to demonstrate basic math 

competency before taking the Fundamentals of Metrology or other training courses at NIST. 

SWMA 2011 Annual Meeting: It was stated that we should consider training state trainers on adult learning 

techniques as well as subject matter. No further recommendations were made. 

NCWM 2012 Annual Meeting: The Committee stressed instructor improvement. The Committee reviewed the 

importance of using the NCWM learning objectives and the ADDIE model in training. This stresses the importance 

of training to the goals in the Body of Knowledge and not training to pass the test. If the training is appropriate and 

has been delivered effectively, the employee should have no problem passing a fair exam. The end is not a 

certificate on the wall, but rather a competent inspector. In other words; 

JOB SUCCESS = EXAM SUCCESS 
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Carol Hockert, NIST OWM, stressed that good training requires a partnership between the trainee, trainer, and the 

supervisor. The Committee agrees that buy-in from all levels is critical to training success. 

CWMA 2012 Interim Meeting: The Committee recommended archiving most of the content in this item to the 

NCWM website as reference material. 

WWMA 2012 Annual Meeting: The Committee noted it is in the best interest of NIST and NCWM that regional 

training efforts be of the highest quality and uniform throughout the United States. The Committee recommends the 

following: 

 Regional trainers be selected as per the process agreed upon between NIST and NCWM; 

 Regional trainers receive courses on adult learning techniques and converting technical information into 

training materials; 

 Regional trainers be afforded the opportunity to shadow NIST trainers as they perform training in 

individual jurisdictions; and 

 The use of funds from the Associate Membership Committee or the NIST Training Initiative Grant is made 

available for this purpose. 

NEWMA 2012 Interim Meeting: Members expressed interest in NIST Train-the-Trainer classes. A demonstration 

was provided on how to access materials for taking the Professional Certification Exams and then for taking the 

exams. The Committee encouraged those in attendance to seek certification of their inspectors. 
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