Instructor Competencies

Standards for Face-to-Face, Online, and Blended Settings

By:
James D. Klein, Arizona State University
J. Michael Spector, Florida State University
Barbara L. Grabowski, Pennsylvania State University
Ileana de la Teja, LICEF Research Center, Tele-universite

Published 2004

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 face-to-face 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.

CONTENTS
Dedication. The ibstpi Board. Acknowledgements. Author Biographical Sketches. Foreword. Preface. Chapter 1: An Introduction to Instructor Competencies Overview. The Evolution of Instructor Competence. Traditional Conceptualizations of Instruction. New Learning Paradigms. New Educational Technologies. New Roles and Settings for Instructors. Face-to Face Settings. Online Settings. Blended Settings. Conclusion. Chapter 2: The ibstpi Competency Development Model. Overview. What is a Competency?. The Competency Development Model. Applying the Model to Instructor Competencies. Conclusion. Chapter 3: The ibstpi Instructor Competencies. Chapter 4: Instructor Competencies: Discussion and Rationale. Overview. Professional Foundations. Planning and Preparation, Instructional Methods and Strategies, Assessment and Evaluation, Management. Conclusion. Chapter 5: The Uses of the ibstpi Instructor Competencies. Overview. Individual Uses. Organizational Uses. Instructor Competencies and Certification. Conclusion. Chapter 6: Competency Validation Study. Overview. Foundation of the ibstpi Instructor Competencies. Worldwide Validation Study. Conclusion. Epilogue. References. Appendices. A. The 1993 ibstpi Instructor Competencies and Performance Statements. B. The ibstpi Code of Ethics for Instructors. C. Additional Resources for Instructors. D. Glossary of Terms. Index.