Eight-element systems model for competency-based staff development in adult education¶

Theory · All theories
Evidence · no claims cited

Description¶

The project used a simplified systems model, shown in Figure 1, to structure competency-based staff development. As the report states, "a simplified systems model was used as the catalyst to bring about a degree of mutual understanding as to what happens in a competency-based staff development process." The model's eight elements run from task analysis and manpower needs assessment, through specifying competencies, objectives, training sequence and activities, carrying out activities, to specifying and carrying out evaluation. The elements varied by locality because of geographic, cultural, economic, and population differences.

Design Implications¶

Context¶

Requirements¶

• Needs assessment of the ultimate clients (ABE learners) must precede or accompany the model's use, since "a needs assessment of clients is a must"

Constraints¶

• The report states the model "has limited value unless teacher training is viewed as a subsystem of the larger system of adult education"

Target Learners¶

• state adult education departments and staff developers in a multi-state region

Target Learning Objectives¶

• planning and sequencing competency-based training for adult basic education personnel

Claims¶

Related Theories¶

• Six change-agent roles framework for regional staff development staff

Examples¶

• Train indigenous adult educators in task analysis to build state needs-assessment capability

Key Sources¶

• Three-Year Staff Development Plan 1972-1975: Report of HEW Region II Staff Development Project. (1973). Montclair State College. https://eric.ed.gov/?id=ED083424