Klein / Spector / D. Instructor Competencies

Standards for Face-to-Face, Online, and Blended Settings
1. Auflage 2004
ISBN: 978-1-60752-886-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 165 Seiten

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.

Autoren/Hrsg.

Klein, James D.

Klein,

Spector, J. Michael

D., James

Spector,

Michael, J.

Grabowski,

L., Barbara

Ileana,

Inhaltsverzeichnis

1;Cover;1
2;Contents;9
3;Foreword;13
4;Preface;17
5;Acknowledgments;19
6;1. An Introduction to Instructor Competencies;21
6.1;Overview;21
6.2;The Evolution of Instructor Competence;22
6.3;New Roles and Settings for Instructors;28
6.4;Conclusion;30
7;2. The ibstpi Competency Development Model;33
7.1;Overview;33
7.2;What is a Competency?;33
7.3;The Competency Development Model;34
7.4;Applying the Model to Instructor Competencies;37
7.5;Assumptions about the ibstpi Instructor Competencies;39
7.6;Conclusion;41
8;3. The ibstpi Instructor Competencies;43
8.1;Overview;43
8.2;Professional Foundations;44
8.3;Planning and Preparation;44
8.4;Instructional Methods and Strategies;45
8.5;Assessment and Evaluation;47
8.6;Management;47
9;4. Instructor Competencies: Discussion and Rationale;49
9.1;Overview;49
9.2;Professional Foundations;49
9.3;Planning and Preparation;54
9.4;Instructional Methods and Strategies;57
9.5;Assessment and Evaluation;70
9.6;Management;73
9.7;Conclusion;76
10;5. Uses of the ibstpi Instructor Competencies;79
10.1;Overview;79
10.2;Individual Uses;80
10.3;Organizational Uses;83
10.4;Instructor Competencies and Certification;86
10.5;Standards;87
10.6;Certification;88
10.7;Conclusion;90
11;6. The Competency Validation Study;91
11.1;Overview;91
11.2;Foundation of the ibstpi Instructor Competencies;91
11.3;Worldwide Validation Study;94
11.4;Conclusion;107
12;Epilogue;109
13;References;111
14;Appendicies;117
14.1;A. The 1993 ibstpi Instructor Competencies;117
14.2;B. The ibstpi Code of Ethics for Instructors;121
14.3;C. Resources for Instructors;127
14.4;D. Glossary of Terms;139
15;About the Authors;151
16;Author Index;153
17;Subject Index;157