Running head: TOOLS FOR COMPETENCY-BASED TRAINING 1

Identifying Essential Tools and Strategies to Develop a Successful Online

Competency-Based Training Program for the Army Child and Youth Services Program

Maryann Andrews

University of Maryland University College

September 29, 2019

ESSENTIAL TOOLS FOR COMPETENCY-BASED TRAINING 2

Identifying Essential Tools and Strategies to Develop a Successful Online

Competency-Based Training Program for the Army Child and Youth Services Program

Maryann Andrews

State and federal guidelines require early childhood educators to complete ongoing

professional development to maintain the highest level of care and education for young children.

The Army Child and Youth Services (CYS) supports a continuing development plan for

classroom staff designed to meet mandated training requirements related to child development

and teaching strategies. The utilization of online competency-based training is a viable method

of delivery, ensuring that employees have a firm grasp of necessary skills before moving on to

the next level of training. The areas to be addressed within this research proposal are the

identification of essential components for an effective competency-based online training program

to be delivered to classroom staff employed by CYS. The purpose of this research is to

determine which are the best practices to be incorporated into online employee training to

support knowledge building and skill development. The intended audience for this research

includes instructional designers for online training, CYS executive-level organizational leaders,

and Training Specialists. The focus question for this research is “Which tools and strategies

would effective instructional designers use to develop successful online competency-based

training programs in the Army Child and Youth Services organization?” This research is

intended to identify the specific tools and strategies for online competency-based training that

will best meet the training needs of CYS classroom staff.

Literature Review

This research topic is relevant to the field of distance education and e-learning due to the

growing need to provide practical online training to employees. Many organizations are cutting
ESSENTIAL TOOLS FOR COMPETENCY-BASED TRAINING 3

budget costs, saving time, and meeting employees’ learning preferences by moving to online

training. This proposal suggests the use of research to gather data on tools already used by other

organizations that have successfully implemented competency-based training with teachers.

This author will identify successful tools followed by practical strategies for use. The tools and

strategies combined will culminate into best practices to be utilized by instructional designers.

According to Whitebook, Gomby, Bellm, Sakai, & Kipnis (2009), the federally funded

Head Start and Army CYS programs outline specific teaching staff standards for all locations.

The provision of competency-based online training will ensure content meets the program

standards by applying the current technology to deliver content in a variety of modalities,

therefore meeting learner’s needs. The application of competency-based online learning

provides employers with a method of assessing teacher’s skills before moving on to the next

stage of knowledge building. The use of measurable performance indicators can compare highly

productive employees will all others to identify gaps in training, thereby being a catalyst for the

development of training better suited to the needs of the organization and the employee (Melvin,

2018). By using a learner-focused scaffolding technique, teachers will demonstrate their skill

competency before moving on to the next stage, allowing for ongoing support at their level of

need. The use of competency-based training addresses the gaps between delivery of training

content and the actual skills performed by CYS employees.

Moreover, the application of competency-based training addresses the need for a variety

of training options and meeting the learner at their level of skill development (Ganatra, 2018).

The inclusion of a list of unique terminology and their definitions will act as an addendum to the

compilation of successful tools. Two such terms are; functional competencies: “unique

knowledge essential to work in a functional area” (Rothwell, 2010, p. 3), and competency-based
ESSENTIAL TOOLS FOR COMPETENCY-BASED TRAINING 4

training: “the process of building competencies that align with strategic organizational success or

job success” (Rothwell, 2010, p. 3). The intended research will gather best practices from

organizations that have tested and applied competency-based training to their teaching staff and

use that information to develop a list of skills and strategies to be used by instructional designers.

Methodology

Data for this project will be gathered and analyzed using the results from studies

conducted within the last five years, focusing on competency-based learning in professional

teaching environments. The research will identify useful sources from primary and secondary

texts, as well as through the use of search engines. The initiation of searches will use keywords

such as competency-based, education, online training, and competency-based training. An

additional method of data gathering will be the development of a survey using Google Forms.

The survey will be distributed online to approximately 25-30 current and former CYS employees

asking about their experience with online professional development required by the organization.

The survey questions will ask the participants which topics they feel would best meet their

training needs and will use a Likert scale to rate the participants' responses to 5-10 items. A

comment section will allow participants to add details and explanations if desired. The analysis

of data from completed surveys will identify commonalities and themes in responses. The

results will be shared with stakeholders to determine if the learners’ needs mirror the goals

delineated by the senior organization executives and training specialists. The instructional

designer will partner the learners’ needs with the organization’s expected outcomes when

developing the training modules. This author will identify parallels between findings and

research to support the collection of best practices. Cited sources within chosen sources will also

be considered for additional research material. This author anticipates using the data from the
ESSENTIAL TOOLS FOR COMPETENCY-BASED TRAINING 5

survey and relevant research to compile a list of best practices what should be incorporated when

designing competency-based training programs.

Anticipated limitations are locating a substantial number of studies conducted on

competency-based training for teachers that have occurred within the last five years. An

additional barrier is the lack of access to an organization that is currently using competency-

based training for their employees. One other recognized impediment to gathering data is the

possible lack of response to the online survey. This author will make every effort to assemble as

much relevant and current data as possible to compile a comprehensive list of successful tools

and strategies used to deliver competency-based training.

Value of Research

Researching competency-based training and its application to the Army CYS program

demonstrates the importance of using this approach to address the CYS training needs. This

author will illustrate the value of competency-based online training by explaining how the

determination of successful tools can be used to personalize module delivery to meet the

employee’s needs, and encourage learner engagement and reflection (Delaney, Carlson-Sabelli,

Shephard, & Ridge, 2011), at a low cost to the employer. This proposal also intends to show

stakeholders the value of using competency-based training as it applies to the measurement of

skill competency through the use of assessments, thereby giving insight into areas of weakness.

This information will assist the CYS executive staff in knowing how well the training is being

understood and applied by employees and will allow the training specialist to address individual

challenges. Additionally, the development of a list of best tools and strategies will assist the

course developer by saving time, cost, and effort when including all necessary components into

the module’s design. The implementation of successful tools and strategies will not only benefit
ESSENTIAL TOOLS FOR COMPETENCY-BASED TRAINING 6

the Army CYS program but may also be used by similar programs all over the country to meet

their online training needs.

Initial References List

The references listed below are a sampling of pertinent articles, books, and studies that

focus on the use of competency-based training both in a variety of professional employment

training and development. As this author’s research progresses, the reference list will evolve

into a list of sources which provide the best data and resources to support the use of competency-

based training and identify the leading strategies for instructional designers.

Arguelles, A. & Gonczi, A. (2000). Competency based education and training: A world

perspective. Editorial Limusa, SA de CV. Grupo Noriega Editores. México, D.F.

Boahin, P., Eggink, J., & Hofman, A. (2014). Competency-based training in international

perspective: Comparing the implementation processes towards the achievement of

employability. Journal of Curriculum Studies, 46(6), 839–858.

Castillo Retamal, F., Bassoli de Oliveira, A., Souza de Carvalho, R., Castillo-Retamal, M., &

Faúndez-Casanova, C. (2018). Competency based physical education teacher training:

The case of a Chilean university. Revista Da Educação Física, (1).

Clayton, B., Guthrie, H., Every, P., Harding, R., & National Centre for Vocational Education

Research. (2015). Competency progression and completion: How is the policy being

enacted in three trades? Research Report. National Centre for Vocational Education

Research (NCVER). National Centre for Vocational Education Research (NCVER).

Delaney, K., Carlson-Sabelli, L., Shephard, R., & Ridge, A. (2011). Competency-based training

to create the 21st-century mental health workforce: Strides, stumbles, and solutions.

Archives of Psychiatric Nursing, 25(4), 225-234.

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Dubois, D. D. (1993). Competency-based performance improvement: A strategy for

organizational change. HRD Press, Inc., 22 Amherst Road, Amherst, MA

Ganatra, N. (2018). Competency-based training: Why does it matter? Retrieved from

https://acrpnet.org/2018/09/11/competency-based-training-why-does-it-matter/

Greene, H. E., & Marcham, C. L. (2019). Online vs. conventional: Safety training

approaches. Professional Safety, 64(1), 26–31.

Haddouchane, Z. A., Bakkali, S., Ajana, S., & Gassemi, K. (2017). The application of the

competency-based approach to assess the training and employment adequacy problem.

International Journal of Education, 5(1), 1-18.

Hamilton, N., & Schaefer, S. (2016). What legal education can learn from medical education

about competency-based learning outcomes including those related to professional

formation and professionalism. Georgetown Journal of Legal Ethics, (2), 399.

Jiang, M. & Shrader, V. (2001, April 14). Building a revolutionary way of learning: A study of a

competency based online environment. Paper presented at the Annual Meeting of the

American Educational Research Association (Seattle, WA, April 10-14, 2001). Retrieved

from https://files.eric.ed.gov/fulltext/ED452276.pdf

Lee, J. G., Park, Y., & Yang, G. H. (2010). Driving performance improvements by integrating

competencies with human resource practices. Performance Improvement

Quarterly, 23(1), 71–90.

Lynn C. Emerson, & Zane L. Berge. (2018). Microlearning: Knowledge management

applications and competency-based training in the workplace. Knowledge Management &

E-Learning: An International Journal, (2), 125.

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McCowan, R. J., Center for Development of Human Services, & State University of New York,

S. R. F. (1998). Origins of competency-based training.

Melvin, E. (2018). Getting started with competency-based training (CBT). Retrieved from

https://elearningindustry.com/competency-based-training-cbt-getting-started

Melvin, E. (2018). Twelve steps for implementing competency-based training. Retrieved from

https://elearningindustry.com/implementing-competency-based-training-12-steps

Misko, J., Korbel, P., & National Centre for Vocational Education Research (NCVER)

(Australia). (2019). Do course durations matter to training quality and outcomes?

Research Report. National Centre for Vocational Education Research (NCVER).

National Centre for Vocational Education Research (NCVER).

Nissilä, S.-P., Karjalainen, A., Koukkari, M., & Kepanen, P. (2015). Towards competence-based

practices in vocational education -- what will the process require from teacher education

and teacher identities? Center for Educational Policy Studies Journal, 5(2), 13–34.

Rothwell, W. J., & Graber, J. M. (2010). Competency-based training basics. Alexandria, VA:

American Society for Training & Development. Retrieved from

Sargeant, J., Wong, B. M., & Campbell, C. M. (2018). CPD of the future: A partnership between

quality improvement and competency-based education. Medical Education, 52(1), 125–

135.

Serdenciuc, N. L. (2013). Competency-based education – Implications on teachers’

training. Procedia - Social and Behavioral Sciences, 76, 754–758.

Tolliver, D. E., Martin, A., & Salome, N. (2018). Competency-based education, lifelong learning

and adult students: Insights from international partnerships between East Africa,
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Southern Africa and USA-based institutions of higher education. Journal of Pan African

Studies, (1), 123.

Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling

21st-century skills with preservice teachers. Teacher Education Quarterly, 44(4), 27–50.

Whitebook, M., Gomby, D., Bellm, D., Sakai, L., Kipnis, F., & University of California, B. C.

for the S. of C. C. E. (2009). Preparing teachers of young children: The current state of

knowledge, and a blueprint for the future. Executive Summary. Policy Report. Center for

the Study of Child Care Employment, University of California at Berkeley.