What is a
competency, and what do we mean by an IPT
competency?
A competency in industry refers to knowledge,
skills, attitudes, or personal characteristics necessary to
successfully carry out one's job. An IPT competency is a knowledge unit, a skill-set, an
attitude, or a personal characteristic that the IPT
curriculum is designed to help students build.
 The IPT department provides three
programs:
- The Master of Science (MS) degree in
IPT
- The Human Performance Technology
(HPT) graduate certificate
- The Workplace E-Learning and
Performance Support (WELPS) graduate certificate
While completing the IPT program(s), students will develop
multiple integrated IPT competencies, which will, in turn,
help them improve their performance as professional
instructional technologists and/or performance
technologists.
Click the image above to run the
interactive diagram and see brief explanations about the three IPT programs.
Why
did we use a competency-based curriculum architecture?
Our educational goal is to provide quality educational
experiences to
professionals working in the fields of instructional design,
performance technology, technology-mediated learning, performance improvement, and other related areas. To
accomplish this goal, it is critical to have a curriculum
architecture that reflects current
standards in the the fields and to provide working
professionals with educational experiences that help them improve their
professional competencies.
During the development of our competency-based
curriculum architecture, we gathered information from existing standards such as the International Society for
Performance Improvement (ISPI) performance improvement
standards and the International Board of
Standards for Training, Performance and Instruction
(IBSTPI) competencies, and conducted an in-depth curriculum
benchmarking study.
What are the IPT student learning goals?
In order to ensure that each IPT
program is designed to provide educational experiences that help students
develop required professional competencies and that the
three IPT programs are strategically aligned with each
other, we conducted on-going self-studies and developed a set of student learning goals for each program (i.e.,
the competencies students will possess when they have
successfully completed the program).
Then, we designed IPT courses to support the competency-based
learning goals.
Below are the learning goals for the MS degree in
IPT program, the HPT graduate certificate program, and the
WELPS graduate certificate program.
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Rigorous: Does good
work
-
Identify and discuss the
professional and ethical issues inherent in
complex performance problems
-
Be methodical and holistic
when:
-
Conducting
performance, gap, cause, and training needs
analysis to identify and prioritize
performance improvement solutions
-
Designing, developing,
and planning for the implementation of a
variety of performance improvement solutions
(both instructional and non-instructional)
-
Evaluating a variety
of performance improvement solutions (both
instructional and non-instructional)
Respectful: Works well
with others
-
Work with clients,
colleagues, and others in ways that are
collaborative and professional
-
Communicate effectively in
written, verbal, and visual forms
Responsible: Meets
client expectations
-
Align performance
improvement solutions with strategic
organizational objectives
-
Address the systemic
implications associated with various performance
improvement solutions
-
Make recommendations that
are designed to produce desired and cost
effective end results for organizations and
stakeholders
Reflective: Thinks and
shares
-
Contribute to the
professional community of practice (by
publishing, presenting, mentoring, serving in
professional organizations, etc.)
-
Build and use
evidence-based practices
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-
Identify and discuss the
professional and ethical issues inherent in
complex professional problems
-
Be methodical and holistic
when:
-
conducting performance, gap,
cause, and training needs analysis to identify
and prioritize performance improvement solutions
-
planning for the
implementation of a variety of performance
improvement solutions (both instructional and
non-instructional)
-
evaluating a variety of
performance improvement solutions (both
instructional and non-instructional)
-
Work with clients,
colleagues, and others in ways that are
collaborative and professional
-
Communicate effectively in
written, verbal, and visual forms
-
Align performance
improvement solutions with strategic
organizational objectives
-
Build and use
evidence-based practices
|
-
Determine performance
problems that require e-learning and performance
support solutions
-
Select an appropriate type
among e-learning, blended learning, and
performance support solutions given the cause of
a performance gap
-
Apply adult learning and
instructional design principles to the design of
e-learning solutions
-
Apply performance-centered
design and human factors engineering principles
to the design of performance support solutions
-
Select cost-effective
e-learning development tools for given
e-learning projects
-
Design e-learning and
blended learning solutions
-
Design performance support
solutions
-
Develop learning objects
with e-learning development tools
-
Deliver e-learning and
performance support solutions synchronously
-
Work with clients,
colleagues, and others in ways that are
collaborative and professional
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