Manual for developing training programmes based on individual training - compares competency-based and traditional programmes, stressing self instruction and self paced learning; covers trainee selection, identification of training objectives, attainment appraisal, development of tests, design of teaching and training material, administrative aspects of implementation, and evaluation of programmes. Diagrams.
The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.
This updated and expanded second edition of Book provides a user-friendly introduction to the subject, Taking a clear structural framework, it guides the reader through the subject's core elements. A flowing writing style combines with the use of illustrations and diagrams throughout the text to ensure the reader understands even the most complex of concepts. This succinct and enlightening overview is a required reading for all those interested in the subject . We hope you find this book useful in shaping your future career & Business.
Aerospace giant Rockwell Collins typified the old-fashioned corporate approach to organizational learning: lackluster offerings in bland classroom settings, with little connection to the needs of employees or the goals of the company. Enter Cliff Purington and Chris Butler, who in three years transformed Rockwell into a full-fledged learning organization. With a strategy-based and technology-driven learning approach, a 400 percent increase in offerings, 24/7 access for 17,000 worldwide employees, and cost savings of $23 million, Rockwell is lauded and emulated by organizations all over the world. For this vital book, Purington and Butler have organized their revolutionary approach into 10 clear steps that can similarly transform any company. Readers will learn new ways to build relationships, define core learning objectives, present a solid business case, and implement programs and assess their value. Each step offers detailed processes to follow, and explains what worked (and what didn’t), revealing the secrets behind Rockwell’s stunning transformation.
The controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to account for the processes implied by the implementation of these pedagogical innovations and, in particular, those which, at the very heart of the skills mobilized, promote a "responsibility" dimension. Based on a developmental approach to individual and collective competencies and their evaluation (Chapters 3, 4 and 5), it attempts to show how this approach can mobilize educational practices on strong societal issues, such as "sustainable development "(Chapter 5). Lastly, it aims to provide theoretical and practical benchmarks to help engage educational teams and institutions in these innovative and responsible approaches by providing a coherent framework for doing so (Chapters 6, 7 and 8).
A handbook that maps out specific areas of competencies covering eleven functional disciplines. It focuses on a range of competencies, including job specific or functional competencies, essential competencies, and common or generic competencies in each discipline. It signposts all competency development and training needs at the basic, intermediate, and advanced levels of knowledge, skills, and abilities. It frames skills and performance development as a collaborative effort of employees, supervisors, and trainers. It is written with a focus on achieving greater organizational impact and effectiveness, individual performance and efficiency, value adding and outcome-based learning.
Paperback edition of a text which discusses the history of competency-based education and training in Australia and internationally. Analyses the major issues relating to competency and provides step-by-step applications of competency-based education and training. Includes an index and bibliography. Barry Hobart is a professor and Roger Harris an associate professor in adult education and human resource development at the University of South Australia. Hugh Guthrie is a senior research fellow and David Lundberg is the research manager at the National Centre for Vocational Education Research.
