Performance Technologist

Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why?

I found this assignment to be interesting. It was easy to reflect on the domains and competencies that were expected of me as both a teacher and librarian. I found it hard to narrow down the number of entries for what I would include in the performance domains, competencies, and performance statements. I chose each one because I felt that they were important in letting the Performance Technologist know what the expectations were for their career choice as I see it.

Domains:
I. Communicate effectively in visual, oral and written form.
II. Apply current research and theory to the practice of instructional design along with
fundamental research skills.
III. Update and improve one’s knowledge, skills and attitudes pertaining to instructional
design and related fields.
V. Identify and resolve ethical and legal implications of design in the work place.

Competencies:
1. Focus on results and help clients focus on results.
2. Look at situations systemically taking into consideration the larger context
including competing pressures, resource constraints, and anticipated change.
3. Add value in how you do the work and through the work itself.
4. Utilize partnerships or collaborate with clients and other experts as required.
5. Systematic assessment of the need or opportunity.
6. Systematic analysis of the work and workplace to identify the cause or factors
that limit performance.
7. Systematic design of the solution or specification of the requirements of the solution.
8. Systematic development of all or some of the solution and its elements.
9. Systematic implementation of the solution.
10. Systematic evaluation of the process and the results.

Performance Statements:
· Chooses the most effective and meaningful form to express ideas and information. Uses bullet points, tables, or other tools to organize and present detailed or complex information.
· Adapts the content, tone, style, and form to suit the needs of the reader, the subject, and the purpose of the communication. Uses plain talk to explain complex or technical concepts.
· Organizes information so that facts or ideas build upon one another to lead the reader to a specific conclusion.
· Uses correct vocabulary and grammar. Avoids slang and offensive language.
· Presents information clearly, concisely, and logically. Focuses on key points.
· Gives the listener time to process information and ask questions.
· Knows where and how to access the right data for the assignment. Pursues leads for additional sources of information.
· Clearly documents sources, and organizes the information according to the research needs.
· Finds the trends and relationships in the emerging fact pattern, and identifies new or related lines of research that lead to more successful or complete conclusions.
· Respects and maintains confidentiality.
· Keeps promises and commitments made to others. Does the right thing, even when it is difficult. Does not yield to pressure to show bias or manipulate others.
· Avoids situations and actions considered inappropriate or which present a conflict of interest.
· Adheres to a set of core values that are represented in decisions and actions.
· Applies own talents to work assignments, and hones the competencies needed in current job.
· Looks for better ways to perform routine aspects of job.
· Asks for and uses feedback to improve performance. Seeks and acquires new competencies, work methods, ideas, and information that will improve own efficiency and effectiveness on the job.
· Finds and maximizes opportunities for growth and development from multiple sources.
· Sees failure as an opportunity to learn from past results, and continues to learn and grow.