If you think training is expensive, try ignorance” Unilever.
How to recognize a master trainer
The purpose of this article is informative in nature with the intent being to persuade maritime institutions to pursue by master trainer skill (MTS) attainment for their facilitators.
One of the most important questions an institution of learning can ask itself is– “How do you recognize a master trainer or facilitator” (Biech, 2008). In the ATD (Association for Talent Development) book, The Best of ATD, Vol 2., Chapter 20, 25 Competencies of a master trainer, suggests a master trainer must possess skills in “… delivering training… facilitation and trainer… virtual training, training for multiple cultures—to help…. skills [that] keep pace with the evolving profession… and knowledge necessary to engage… learners” (preface).
25 competencies of a master trainer
The book suggests that of beginner, intermediate and advanced trainers — the first two may only possess about 3/25 or less than 12% of the required advanced master trainer (MT) 25 competencies. As a consequence, it goes without saying
that if such a learning institution wants to differentiate itself from the competition– organizational programs aimed at “enhancing facilitators’ skill sets” should be able to identify benchmarked required master trainer competencies (MTC) and then facilitate a program aimed at closing those gaps.
Certified professional in learning performance
To emphasize those individuals and programs capable of delivering such demanding requirements, ATD has differentiated them by the designation CPLP (Certified Professional in Learning & Performance). The CPLP is based on an ATD Competency Model shown below in figure 1, “the CPLP credentials also provides talent development professionals the ability to prove their worth to employers and to be confident in their knowledge of the field” (https://www.td.org/Certification, accessed 29/01/15).
Top 5 Reasons to Become CPLP Certified
Build and validate your skills.
Increase your earning potential.
Differentiate yourself in a competitive job market; knowledge and performance.
Broaden your career opportunities.
Join an elite professional community.
That said, one of the first things regarding qualifications like the CPLP is costs and possibly a campaign encouraging cheaper alternatives and methods. The focus, however, should first be on the soundness and legitimacy of MTC program and its potential impact on stakeholders and the brand, then the required capabilities to deliver such training and lastly, cost and ROI. Let us begin our focus here by asking should MTC even be a part of Maritime Education and Training (MET) to begin with or is that taken care of already by the IMO Train the Trainer (TOT) and Assessor Programs (AP)? If so, surely concepts like ADDIE, Blooms Taxonomy (at the support, operational and management level), Gagnes 9 Events and a number of other competency systems and assessment mappings schemes have to be a part of any MT skill set. At this point it seems instructive to compare master trainer versus IMO TOT competencies as to their relation, utility and getting the job done in MET.
Figure 1 – ATD Competency Model, © 2015 by The Association of
Talent Development (ATD). All rights reserved The comparison chart below attempts to map ATD master trainer required skills against corresponding MET TOT and
AP required skills for the purpose of seeing whether the IMO TOT requirements suggest one has obtained the required competencies to be called a “master trainer”.
|ATD Master Trainer Competencies||IMO 6.09 Train the Trainer Course Objectives||IMO 6.10 Asessor Course Objectives||Description|
|Performance Improvement (PI)||Develop teaching strategies based on suitable learning theories.||-Developing written tests-Performance criteria, ship-Performance improvement plan
-Maintenance of standards
|Deals with the application of systematic processes of human performance analysis, design, development, solutions and the monitoring of results|
|Instructional Design (ID)||-Understand and describe how STCW requires competence based training-Design a course of study||-Competence based standards||Designing and creating formal and informal learning solutions appropriate for strategies and incorporating technologies to maximize results|
|Training Delivery (TD)||-Plan an effective teaching environment-Use a range of teaching methods effectively-Produce a relevant lesson plan||Delivering the formal and informal learning in a certain manner to obtain desired results|
|Learning Technologies (LT)||-Use appropriate training aids[ course needs updating of virtual and e-learning aids]||The identification, selection, application and adaptation of appropriate and specific learning technologies|
|Evaluating Learning Impact (ELI)||-Evaluate teaching and learning||Gathering, analyzing evaluating learning information and is impact|
|Managing Learning Programs (MLP)||Providing required leadership and adjustments to implement the learning strategies|
|Integrated Talent Management (ITM)||Building and aligning the organization’s culture, capability and capacity|
|Coaching (CG)||Make full use of a rapid interactive process for goals, decisions, actions and improvement|
|Knowledge Management (KM)||The capture, distribution and archive of KM for sharing and collaboration|
|Change Management (CM)||Applies processes for the individual, group and organization to shift desired states|
Correlating ATD competencies to train the trainer
As one can see, the comparisons that can be made are approximate only and lacking in direct correlation when trying to compare them to that of the ATD MTC, for example many in the TOT and AP seem to be at a descriptive or understanding level and demonstration– quite a bit below the higher levels like analysis, synthesis and such as required by a MT; a number of ATD MTCs are referred to as “Areas of Expertise” (AOE) and imply something greater than mere knowledge and understanding and beyond the Bloom Taxonomy terms of Comprehension or Understanding; more like Analytical and Synthesis where deeper understanding for those creating and delivering material is required in order to be called a MT. In addition, several MTC could not be directly articulated with corresponding TOT or AP competencies. This may be because the focus seemed to be less on human performance analysis, talent management, change management and such as with ATD. Also not considered in the Table (as there were no corresponding TOT competencies to compare with) were the several “Foundation Competencies;” Business Skills, Global Mindset, Industry Knowledge, Interpersonal Skills, Personal Skills and Technology Literacy.
In conclusion, “knowing what we don’t know,” improving our core competencies and driving innovation are key to improved ROI and the bottom line. As such, the ATD CPLP or CIPD U.K. equivalent (Chartered Institute of Personnel and Development)
should be part of MET MT development. While the IMO TOT and AP courses have application in MET and industry– they in no way suggest that an individual has then acquired competencies to be called a MT as denoted by the ATD CPLP certification! Just as attainment of a COC in no way expressly suggests an individual
has acquired the necessary business fundamental skills to run a company or drive innovation.
Recalling why one would want the CPLP in the first place, the aforementioned reasons near the beginning of this article are germane and summarized again here; build and validate skills, differentiation and marketability (knowledge and performance)
and belonging to a professional community. Branding, return on investment (ROI) and something called Social ROI are all increased as a result of a professional certifications like the CPLP.
Again, the recognition by the Maritime Industry for Certificates of Competency (COC) for seafarers should be testament and acknowledgement that asking those involved in demanding jobs like MET with large impact to also obtain higher level skills and competency certification beyond mere understanding and comprehension.
ATD (formerly ASTD) was 70 years in 2013, started its first international partnership with Japan in 1957 and today has more than 41,000 members in 126 countries on six continents; raising standards, impacting through community, content, and customer experience (Annual Report 2013).
References and Further Reading
ASTD (2013) Annual Report
Biech, E., (2008) American Society for Training and Development. Alexandria, VA. ASTD Press ASTD handbook for workplace learning professionals.
Biech, E. Editor. (2014). ASTD Handbook: The Definitive Reference for Training & Development. Alexandria, VA. ASTD Press