Instructor Competencies Standards for FacetoFace, Online, and Blended Settings
:
Klein, James D.; Spector, J. Michael; Grabowski, Barbara L.; de la Teja, Ileana
:
Instructor Competencies Standards for FacetoFace, Online, and Blended Settings
:
IAP - Information Age Publishing
:
9781607528869
:
1
:
CHF 55.40
:
:
Betriebswirtschaft
:
English
:
165
:
DRM
:
PC/MAC/eReader/Tablet
:
PDF
This edition is not just a rehash of old, albeit classic and still important, stuff. Instead, it provides a fresh perspective on a topic of perennial interest for those working in the field that has been variously called training and development, human resource development, performance technology, and workplace learning and performance. The fresh perspective takes into consideration two additional instructor settings to the traditional facetoface environments that most instructors and trainers know that is, online and blended settings. These settings are, of course, becoming more critical as instruction moves beyond classroom settings to include virtual and combinations of classroom and other media delivery methods. The ibstpi instructor competencies match up well to Mapping the Future (Bernthal, Colteryahn, Davis, Naughton, Rothwell,& Wellins 2004), the current ASTD competency study of the field now known as Workplace Learning and Performance (WLP) and previously known as Training and Development (T&D). WLP is more than a new name for an old subject and represents a fundamental paradigm shift in what it means to be a professional in the field formerly known as training. WLP is all about getting improved performance and therefore improved results in organizational settings through planned and unplanned learning interventions. Instruction is thus a means to an end and not an end in itself. The ibstpi instructor competencies dovetail well with that philosophy.
Cover
1
Contents
9
Foreword
13
Preface
17
Acknowledgments
19
1. An Introduction to Instructor Competencies
21
Overview
21
The Evolution of Instructor Competence
22
New Roles and Settings for Instructors
28
Conclusion
30
2. The ibstpi Competency Development Model
33
Overview
33
What is a Competency?
33
The Competency Development Model
34
Applying the Model to Instructor Competencies
37
Assumptions about the ibstpi Instructor Competencies
39
Conclusion
41
3. The ibstpi Instructor Competencies
43
Overview
43
Professional Foundations
44
Planning and Preparation
44
Instructional Methods and Strategies
45
Assessment and Evaluation
47
Management
47
4. Instructor Competencies: Discussion and Rationale
49
Overview
49
Professional Foundations
49
Planning and Preparation
54
Instructional Methods and Strategies
57
Assessment and Evaluation
70
Management
73
Conclusion
76
5. Uses of the ibstpi Instructor Competencies
79
Overview
79
Individual Uses
80
Organizational Uses
83
Instructor Competencies and Certification
86
Standards
87
Certification
88
Conclusion
90
6. The Competency Validation Study
91
Overview
91
Foundation of the ibstpi Instructor Competencies
91
Worldwide Validation Study
94
Conclusion
107
Epilogue
109
References
111
Appendicies
117
A. The 1993 ibstpi Instructor Competencies
117
B. The ibstpi Code of Ethics for Instructors
121
C. Resources for Instructors
127
D. Glossary of Terms
139
About the Authors
151
Author Index
153
Subject Index
157
