Strategic Learning Facilitation for Chapter Leaders

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Using the Core Competencies to Plan Chapter
Education
Deborah J. Marshall, MLS Chairman, Education
Development Committee (EDC)
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Competency Initiative Scope

• Core competencies
• Self-assessment tool
• Specialty competencies
• Industry
• International

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Competency Key Drivers

• Provide a validation credibility tool for
• Practicing RIM Professionals
• Business environment (i.e. HR, Exec Level Mgmt,
  IT Peers Partners, Risk Mgmt, Training, Policy
  Makers, Educ Institutions Certifying Bodies,
  Product Developers the Vendor Community and
  other information professionals)
• Recruiting to the profession

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Competency Key Drivers

• Vehicle to define the RIM profession in current
  business context
• Shape the education, products services of ARMA
  International its chapters
• RIM role in the community of professionals

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Use the Competencies to
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Levels
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Advance Your Career
Domains
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What are Competencies?

• The knowledge, skills, characteristics, or traits
  that contribute to outstanding performance in a
  particular profession.
• They are described in a way that can be observed,
  measured, and rated.
• Competency model a series of competencies
  organized together to create a common bond of
  understanding and a common language for
  discussing performance requirements.

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Organization of the Core Competencies

• Levels Reflect the amount of knowledge or
  experience a person has relevant to a specific
  topic or skill setregardless of time in the
  profession.
• Levels 1 through 4 No job title
• Hierarchically
• Level 1Entry
• Level 4Advanced
• Task Statement, Knowledge Skills
• Tasks not in a hierarchical order

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Organization of the Core Competencies

• Domains Groups or categories of competencies in
  a particular performance area that are the major
  responsibilities or duties that make up the RIM
  profession skill set.
• Business Functions
• RIM Practices
• Risk Management
• Communications Marketing
• Leadership
• Information Technology

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• Questions?

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Tactics, Tools and Takeaways for Chapter
Education Leaders

• Christine Hohman
• ARMA International Education, Specialist

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How To Participate

1. Listen, contribute and ask questions.
2. Be comfortable.
3. Think of how you can apply what you learn.
4. Observe and share...with the whole group.
5. Cell phones/pagers/things that beep off, on
   silent or vibrate please.
6. Have fun!

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Hands Up!

• How many of you have been on a Chapter or Region
  Board?
• How many of you have played a role in developing
  chapter/region education?

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What Will I Learn?

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop competency-based chapter education

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Objective 1

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop competency-based chapter education

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What is Competency-Based Education (CBE)?

• Education based on the outcome of the education
• A competency is stated as a minimum that should
  be demonstrated to show competence
• The curriculum, instruction, and assessment are
  based on the core competencies

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Why do we have Competency-Based education?

1. Moving to competency-based education provides a
   consistent, professional framework for developing
   and evaluating quality education and training
2. It allows the learner to select a personalized
   education program for professional development.

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What are the key components of Competency-Based
Education?

1. Goals and objectives/outcomes
2. Curriculum development
3. Assessment

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1. Goals and Learning Objectives/Outcomes

• ARMA Education Programs are designed using six
  domains at four levels of competence as a
  framework for creating learning goals and
  objectives
• Competency-based language is consistently used

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What are learning objectives or outcomes?

• Learning objective/outcomes are
• Statements that specify what learners will know
  or be able to do as a result of a learning
  activity
• Objectives/outcomes are expressed as knowledge,
  skills, or attitudes
• Serve as guidelines for content

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Goals and Objectives/Outcomes

• Examples of objectives
• Non-competency objective
• Educator will understand how to effectively
  involve learner in decision-making where
  appropriate.

• Competency-based objective
• Educator effectively involves learner in
  decision-making where appropriate

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2. Curriculum Development

• Curriculum focuses on knowledge application
  rather than gaining knowledge
• Ex Instead of a lecture, add a role-play
  situation or demonstration
• Ex Instead of talking about research
  strategies, have them design one

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3. Assessment

• A needs assessment can be formal or informal
• Assessment is for the purpose of finding gaps in
  knowledge or skills
• Learning objectives/outcomes should flow from a
  needs assessment

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Examples of Assessment Types

• Conduct an electronic or paper survey of your
  members needs
• Complete the online self-assessment (in
  development)
• Consider suggested topics listed on evaluation
  forms (from previous learning events)

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Competency-Based Education Terminology Review

• Ask yourself, Do I understand these terms?
• Assessment
• Competence
• Competency
• Objective/outcomes

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Objective 2

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop competency-based chapter education

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What is Education?

• Knowledge or skills obtained from an experience
  that lead to a change in behavior

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What is Information, Knowledge, and Education?

• It is important to understand the difference
  between
• Information
• Knowledge
• Education
• All three pieces are needed to provide a
  successful education event.

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Education

• Education is Knowledge or skills obtained from
  an experience that lead to a change in behavior
• Knowing what education is helps us create a sound
  education program.
• We must look at the inputs into an education
  program and what we want out of the education
  program (the outcomes)

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Information

• The inputs into the education program
• Sources of information
• Literature
• Books
• Magazines
• Etc.

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Knowledge

• Knowledge is what is acquired after learning has
  occurred
• The range of one's information or understanding
• The fact or condition of knowing something with
  familiarity gained through experience or
  association

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Summary of Education, Information, and Knowledge

• A true education program should always be focused
  on
• Providing education, information and knowledge
  that will change the way the learner will
  perform.
• All three pieces are required for providing a
  successful education event.

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Objective 3

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop Competency-based chapter education

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What is a Needs Assessment?

• A need is defined as a gap between what is and
  what ought to be
• The needs assessment is a tool used to identify
  gaps in knowledge and skills
• The knowledge and skill statements are found in
  the core competencies

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Why conduct a needs assessment?

• The purpose of the needs assessment is to
  identify gaps in learning.
• From this assessment, a strategic plan to fill
  those gaps with appropriate education can be
  developed.

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Three Steps to Conducting a Needs Assessment

1. Perform a gap analysis
2. Identify needs and priorities
3. Identify solutions

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Three Steps to Conducting a Needs Assessment

• Step 1 Perform a gap analysis
• A gap in learning can be assessed in many ways
• Complete the online self-assessment (in
  development)
• Conduct an electronic or paper survey of your
  members needs
• Consider suggested topics listed on evaluation
  forms (from previous learning events)

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Three Steps to Conducting a Needs Assessment

• Step 2 Identify Priorities
• After the gaps are identified and the needs are
  listed, priorities must be established
• Choose priorities based on the chapters goals
  determined by the gaps in education

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Three Steps to Conducting a Needs Assessment

• Step 3 Identify Solutions
• Develop a focus group to identify ways to meet a
  specific need
• Conduct interviews
• Consider training opportunities
• Gather information to meet a specific need
• Attend a learning event

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Review of Needs Assessment

• Perform a gap analysis
• Identify needs and priorities
• Identify solutions

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Objective 4

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop competency-based chapter education

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What is Competency-Based Education (review)?

• Education that is based on the outcome of the
  education
• A competency is stated as a minimum that should
  be demonstrated to show competence
• The curriculum, instruction, and assessment are
  based on the core competencies

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Process for Developing a Learning Program

1. Identify competencies to be addressed
2. Identify desired learning outcomes
3. Launch a Request For Proposals (RFP)
4. Evaluate and rank proposals
5. Select proposal(s)

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Process for Developing a Learning Program

1. Assist facilitator(s) in development of the
   content overview, The big 4
2. Issue contracts to facilitators
3. Schedule the education event
4. Conduct education event
5. Evaluate the education event

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1. Identify Competencies to be Addressed

• The first step in creating an education event is
  to
• Determine the needs of the members
• Conduct a needs assessment (formal or informal)
• Determine which competencies to be addressed

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2. Identify Learning Objectives/Outcomes

• Based upon needs of the members (found in the
  needs assessment) determine what education topics
  are needed.

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3. Launch a Request For Proposals

• Create an email with topics to be covered
• Send email to the chapter members inviting them
  submit a proposal

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4. Evaluate and Rank Proposals

• Rank the quality of the proposals for each
  topic/domain submission
• Incomplete submissions Email facilitator with
  suggestions for completion

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5. Select Proposals

• Notify the facilitator(s) that their proposal has
  been chosen
• Discuss program details with facilitator
• Event type one hour session, seminar, workshop,
  etc.
• Event location
• Event time
• Desired outcome for the event

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6. Assist Facilitator with Program Content

• Assist facilitator in developing The Big 4
• Title
• Description
• Learning objectives/outcomes
• Facilitator biography
• NOTE This information was provided to you in
  the original proposal submission. It now needs
  to be edited and finalized.

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Title

• The title of the submission should
• Reflect the topic
• Should be no more than 8 words
• Do not use abbreviations, acronyms, or trademarks.

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Description

• Use no more than 75 words
• Describe the issue or problem to be focused on
• Outline the value of the event
• Reflect the title and learning objectives
• Explain what is unique or new about the event

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Learning Objectives

• Learning objectives are to be written from the
  learners perspective
• Upon completion of this session/workshop,
  participants/learners will be able to
• Each objective should start with an action verb
  that is measurable and observable
• Examples DO NOT USE
• Compile Learn
• Create Understand
• Plan Know
• Analyze

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Facilitator Biography

• 75 words or less
• Highlight professional and educational experience
• DO NOT describe company products or services
• Use terminal academic titles (Ph.D, Ed.D., J.D.,
  M.D., Esq.)
• Use professional designations (CRM, CA, CDIA,
  CDIA, FAI, LIT, and PMP)

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7. Schedule the Education Event

• Determine the date and time for the education
  event
• When the Big 4 and date have been finalized a
  contract will be issued

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8. Issue Contract to Facilitator(s)

• Once the Big 4 and the date are complete, issue
  a contract to the facilitator
• Contracts can be paper or electronic
• Contract will include the Big 4 and date of
  event
• Contract will outline any details concerning the
  development an delivery of the education event
• Contract will outline deadlines and deliverables

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9. Conduct Education Event
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10. Evaluate the Education Event

• Distribute evaluation at the beginning of the
  program
• This allows participants to make comments
  throughout the program
• If evaluations are distributed at the end,
  participants will rush to complete them or may
  not complete them at all

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Request for Proposal Activity

• Evaluate the three proposal submissions and rank
  them as Great, Good, or Bad

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Review Objectives/Outcomes

• Upon completion of this session, participants
  will be able to
• Define Competency-Based Education (CBE) and
  related terminology
• Differentiate between Information, Knowledge, and
  Education
• Conduct a needs assessment
• Develop competency-based chapter education

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• Review and Questions