Once upon a time, training was measured in seat time and the ISD community saw that this was bad. After great debates and much consternation, seat time was replaced with learning objectives and cognitive task analysis, and the ISD community pronounced that this was good. But is it? The result is that learning programs—in both education and training—are assessed on knowledge to be learned rather than what is needed on the first day on the job. As an example, people learning cybersecurity are tested on their knowledge but not on their ability to innovate and apply the knowledge, or on the "weaponized attitude" that they need to be successful.

In this session we will explore the concept of a competency framework and how it can be applied to define the "real" outcomes for a training program. We will show how data collected from the workplace. as well as training sources, can reference such frameworks and be used to analyze the efficacy of the training against authentic measures. Attendees will learn how to conceptualize and operationalize the competency-based workplace, and how to develop practice-based competency frameworks.

In this session, you will learn:

• The difference between learning objectives and competencies
• The goals and underlying philosophy of a competency-based workplace
• How to develop competency frameworks from practitioner knowledge
• What instrumentation is needed to implement a competency-based workplace
• The role of xAPI and methods for transforming xAPI data into competency assertions

Audience:

Designers, developers, managers, senior leaders (directors, VP, CLO, executive, etc.)

Technology discussed:

xAPI, Moodle, checklist apps, CaSS