The ASTD Competency Model

The ASTD Competence Model serves to identify the competencies training and development professionals must exhibit in order to be successful in the field. The model consists of six foundational competencies, which include “business skills, global mindset, industry knowledge, interpersonal skills, personal skills, and technology literacy” (Arneson, Rothwell, & Naughton, 2013, p. 17). The model also identifies ten areas of expertise, which include “performance improvement, industrial design, training delivery, learning technologies, evaluating learning impact, managing learning programs, integrated talent management, coaching, knowledge management, and change management” (Arneson et al., 2013). Each of the foundational competencies identifies

specific skills and knowledge needed in the field of training and development. Each of the ten areas of expertise identifies specialized knowledge needed to be successful in specific industries or for specific jobs in the field of training and development.
This paper will document a self-assessment of my level of competence in each of the six foundational competencies mentioned above in the field of training and development.

For each foundational competency I will identify if my competence is at the entry, intermediate, or expert level. Entry level will be assigned to competencies in which I have minimal knowledge or experience. Intermediate level will be assigned to competencies in which I have demonstrated basic knowledge and experience. Expert level will be assigned to competencies in which I have demonstrated advanced knowledge and experience. In addition, I will document a plan for closing the gap between my current level of competency and the level I require for being successful in the field of training and development.

Interests in the Training and Development Field

My experience in training and development has evolved over the last couple of years. I was involved in the implementation of distance training programs as the organization I work for transitioned from face-to-face trainings to distance trainings. My areas of interest within the field of training and development are instructional design and training delivery. I am currently focused on obtaining a masters degree in distance education with a specialization in teaching and training from the University of Maryland University College (UMUC).

Business Skills Foundational

Competency
The foundational competency of business skills involves demonstrating aptitude in the areas of analyzing needs and proposing solutions, applying business skills, driving results, planning and implementing assignments, thinking strategically, and applying innovation (Arneson et al., 2013, p. 85). My level of competency in these skills is shown on table 1.
Arneson et al., (2013) state that analyzing needs and proposing solutions consists of identifying and understanding “business issues and client needs, problems, and opportunities” (p. 79). Over the last few years I have been working on educational research projects. My tasks entail meeting with the client to identify the needs of the project and work with a team of course designers on developing a training program that meets the needs. I am accountable for doing an extensive review of debriefing reports, meeting with the client to discuss issues and identify solutions that can be included as part of the training program. I consider myself an expert in this area of business skill since I have extensive experience in working with the client and identifying the needs of the project.
Another area where I have exhibited expert competency is in applying innovation. Arneson et al., (2013) assert competency is demonstrated in this field through the use of “new resources, methods, tools or content to advance training and development” (p. 82). For each cycle of training development my team seeks new tools and training development features with excellent reviews that can be implemented in the training. Doing this has greatly improved the quality and content of the training programs.
In the areas of driving results, planning and implementing assignments I consider myself to be at an intermediate level of competency. These areas involve aligning organizational needs with the tasks to be performed and exceptional leadership and management skills. Arneson et al., (2013) state that someone proficient in driving results “identifies opportunities for improvement and sets well-defined goals to learning and development solutions” (p. 81). Along these lines, someone proficient in planning and implementing assignments “develops action plans, obtains resources, and completes assignments in a timely manner” (Arneson et al., 2013, p. 81). These are two areas I am becoming increasingly involved with. Working with experienced colleagues is providing me with informal on the job training while I obtain formal training through the core and track courses of the masters in distance education program.
In the areas of applying business skills and thinking strategically I consider myself to have an entry-level of competency.

Proficiency in business skills entails understanding the economic and financial goals of the organization. Competency in thinking strategically involves the understanding of “internal and external factors that affect training and development” in the organization (Arneson et al., 2013, p. 82). Although I am involved in the training and development tasks at work, I am not involved in the development of the budget or informed of factors that may affect the organization as a whole. However, the OMDE606 course on Costs and Economics of Distance Education provided me with experience working with budgets and the related costs of training and

development.
Global Mindset Foundational Competency
The foundational competency of global mindset is one of the new areas of emphasis of the ASTD model. A training and development professional proficient in global mindset accommodates cultural differences, conveys respect for different perspectives, expands own awareness, adapts behavior to accommodate others, champions diversity, and leverages diverse contributions (Arneson et al., 2013, p. 85). My level of competency in these skills is shown on table 2.
Arneson et al., (2013) assert that possessing a global mindset entails working “effectively with individuals from different generations who have diverse styles, abilities, motivations and/or backgrounds” (p. 84). In the areas of global mindset competency I consider myself to be at an intermediate level. I have experience working on international educational projects that involved adapting training content to meet the cultural needs of workers in other countries. I also have experience training and mentoring staff working in Puerto Rico. In addition, I have experience working with former educators who were active in the workforce before technology became an integral part in the industry and before training at a distance was adopted by organizations. These workers posses valuable knowledge and differ from the “generation of workers who have grown up in a culture of connectivity and social networking” (Arneson et al., 2013, p. xiii). Adapting to the needs of various generations in the workforce is challenging, but necessary for the success of the training and development industry.