Core Competency Diagnostic

and Planning Guide

Erick González
Abigail Escobar
Katherine Muralles
Paola Guerra
Keisy Fajardo
What is a core?
What is a core
competency?
 Core Competency
 A person must demonstrate abilities and skills
rather than completion of training courses, or only
passing a test.
“A measurable human capacity that is required for
effective performance.
Success?
Persue?
Must surround
Passion
Knowledge
Experience (help, succeed)
 Flexible Learning
It is about providing learners with choices regarding when,
where and how learning occurs.
(The pace, place and mode of delivery).
It helps to attract and meet the needs of an increasingly.
diverse range of students and includes making appropriate
use of technology to support the learning process.
• What’s the difference between Pedagogy and
Andragogy?
• What do we have to do with our students?
• Change their lives.
Learning
Facilitator
• Adult learning facilitator are expected to be competent in
several key areas to be considered effective facilitators.
• They are expected to demonstrate competency in five core
areas.
Knowledge
Classroom
Commitme
Leadershi
Creative
of
Manageme
Thinking
Subject
nt
p
nt
Areas
“A facilitator is a bridge between the
learner and the learning”
Ashok P. Das
Learning Facilitator
Conceptual and theoretical framework
of Adult Learning
1. Ability to describe and apply
modern concepts and research
findings regarding the needs,
interests, motivations, capacities, and
developmental characteristics of
adults as learners.

2. Ability to describe the differences

in assumptions about youths and
adults as learners and implication of
these differences for teaching.
3. Ability to assess the effects
of forces impinging on learners
from the learners from the
larger environment and
manipulate them constructively.

4. Ability to describe the various

theories of learning and assess
their relevance to particular
adult learning situations.
5. Ability to conceptualize
and explain the role of
teacher as a facilitator and
resource person for self-
directed learners.
 Learning Experience
Learning experience refers to any interaction, course,
program, or other experience in which learning takes place,
whether it occurs in traditional academic settings (schools,
classrooms) or nontraditional settings (outside-of-school
locations, outdoor environments), or whether it includes
traditional educational interactions (students learning from
teachers and professors) or nontraditional interactions
(students learning through games and interactive software
applications).
Learning experience may also be used to underscore or
reinforce the goal of an educational interaction—learning—
rather than its location (school) or format (course).
Example:
The growing use of the term learning experience by educators
and others reflects larger pedagogical and technological shifts
that have occurred in the design and delivery of education to
students, and it most likely represents an attempt to update
conceptions of how, when, and where learning does and can take
place.
1. Ability to describe the difference
between a content plan and a process
design.

2. Ability to design learning

experiences for accomplishing a
variety of purposes tat take into
account individual differences among
learners.
3. Ability to engineer a physical and
psychological climate of mutual
respect, trust, openness,
supportiveness, and safety.

4. Ability to establish a warm,

empathic, facilitative relationship
with learners of all sorts.
5. Ability to engage learners
responsibility in self-diagnosis of
needs for learning.

6. Ability to engage learners in

formulation objectives that are
meaningful to them.
conducting, and
evaluating of learning
activities appropriately.
Self-Directing
Competencies
1. Ability to explain the conceptual
difference between didactic instruction
and self-directed learning.

2. Ability to design and conduct one-

hour, three-hour, one-day, and three-
day learning experiences to develop the
skills of self-directed learning.
directed learning in your own
behavior.
Selecting Methods, Techniques, and
Materials
Competencies
1. Ability to describe the range of
methods or formats for organizing
learning experiences.

2. Ability to describe the range of

techniques available for facilitating
learning.
3. Ability to identify the range of
materials available for facilitating
learning.

4. Ability to provide a rationale for

selecting a particular method,
technique, or material for achieving
particular educational objectives.
5. Ability to evaluate various
methods, techniques, and materials as
to their effectiveness in achieving
particular educational outcomes.

6. Ability to develop and manage

procedures for the construction of
models of competency.
7. Ability to construct and use tools
and procedures for assessing
competency development needs.

8. Ability to use a wide variety of

presentation methods effectively.
9. Ability to use a wide variety of
experimental and simulation methods
effectively.

10. Ability to use audience-

participation methods effectively.
11. Ability to use group dynamics and
small-groups discussion techniques
effectively.

12. Ability to invent new techniques

to fit new situations.
13. Ability to evaluate learning
outcomes and processes and select or
construct appropriate instruments
and procedures for this purpose.

14. Ability to confront new situations

with confidence and a high tolerance
for ambiguity.
Planning Guide
• Planning guide is likely to be important in our
objectives, sometimes it involves positive and
negative indicators.
 Positive Indicators Negative Indicators
Develops clear goals that are Organizes impractical work
consistent with ageed strategies. schedules

Identifies priority activities and No checks on activities, tasks

assignments. not completed,
Characteristics:
Planning guide is like a map about our life and decisions.
When following planning guide , you can always see how
much you have progressed towards your project goal and
how far you are from your destination.
Knowing where you are essential for making good
decisions on where to go or what to do next.
Action plan techniques
Learn to plan efficiently. Simple and powerful techniques to
convert your goals and ideas into an effective action plan.

Organize
Ideas, tips, tools and more to help you organize your life.

Time management skills and techniques:

The important time skills, techniques, and activities.

Personal time
Practical information and various goals around our life.
 Evaluati Assess-
ng ment

Humani-
Guidance
zing

Building
Commu-
communi
nication -ty
Prog
r am
D ev
elop
er
Planning Process
Competencies
1. Ability to describe and implement
the basic steps (formulation of
program design, evaluation) that
under gird the planning process in
adult education.

2. Ability to involve representatives

of client systems appropriately in the
planning process.
3. Ability to develop and use
instruments and procedures for
assessing the needs of individuals,
organizations, and sub-populations in
social systems.

4. Ability to use systems-analysis

strategies in program planning.
 Designing and
Operating Programs
Competencies
1. Ability to construct a wide variety
of program designs to meet the needs
of various situations (basic skills
training, developmental education).

2. Ability to design programs with a

creative variety of formats,
activities, schedules, resources, and
evaluative procedures.
3. Ability to use needs assessments,
census data, organizational records,
surveys, etc., in adapting programs to
specific needs and clienteles.

4. Ability to use planning mechanisms,

such as advisory councils, committees,
task forces, effectively.
satisfy the requirements of
institutional accountability and
provide for program improvement.
 Understanding
Organizational
Development and
Maintenance
1. Ability to describe and apply
theories and research findings about
organizational behavior, management,
and renewal.

2. Ability to formulate a personal

philosophy of administration and
adapt it to various organizational
situations.
3. Ability to formulate policies that
clearly convey the definition of
mission, social philosophy, educational
commitment, of an organization.

4. Ability to evaluate organizational

effectiveness and guide its
continuous self-renewal processes.
5. Ability to plan effectively with and
through others, sharing
responsibilities and decision making
with them as appropriate.

6. Ability to select, supervise, and

provide for in-service education of
personnel.
7. Ability to evaluate staff
performance.

8. Ability to analyze and interpret

legislation affecting adult education.
9. Ability to describe financial
policies and practices in the field of
adult education and to use them as
guidelines for setting your own
policies and practices.

10. Ability to perform the role of

change agent visa-vis organizations
and communities utilizing educational
processes.
Understanding Program
Administration
Competencies
1. Ability to design and operate
programs within the framework of a
limited budget.

2. Ability to make and monitor

financial plans and procedures.
3. Ability to interpret modern
approaches to adult education and
training to policy-makers convincingly.

4. Ability to design and use

promotion, publicity, and public
relations strategies appropriately and
effectively.
5. Ability to prepare grant proposals
and identify potential funding sources
for them.

6. Ability to make use of consultants

appropriately.
innovations and assess their results
objectively.