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Running head: ASTD COMPETENCY PERSONAL ASSESSMENT
ASTD Competency Personal Assessment

Kay L. Venteicher
University of Maryland University College
September 28, 2014
ASTD COMPETENCY PERSONAL ASSESSMENT
Table of Contents
ASTD Competency Personal Assessment ...................................................................................... 3
Background ................................................................................................................................. 3
ASTD Competency Model .......................................................................................................... 4
Personal Assessment ....................................................................................................................... 5
Foundational Competencies ........................................................................................................ 5
T&D Areas of Expertise .............................................................................................................. 7
Conclusion................................................................................................................................. 14
References ..................................................................................................................................... 15
List of Tables
No table of figures entries found.

ASTD Competency Personal Assessment
I work as a management analyst with training and development generalist as an
additional duty for a Department of the Navy (DON) research and development activity. I work
directly for the Chief Financial Officer (CFO) and Senior Acquisition Executive (SAE) who are
both members of the DON Defense Intelligence Senior Executive Services (DISES). The CFO
is also dual-hatted as the director of the activity. The activity conducts development and/or
systems engineering support for DON programs, projects, and studies. The organization is
comprised of approximately 100 DON civilians and military staff members.
Background
While the training and development position would normally fall within the Human
Resource (HR) department, the activity is small enough that it only has a Chief, Human Capital
Officer (CHCO) and two human resource analysts that do not have training and development
knowledge or experience. The previous training and development analyst approved all training
requests without question if there was funding and without ensuring the training aligned with and
supported both individual training and development goals and the organizational mission or
strategy.
Lack of proper staff training and development oversight from HR contributed to an
erosion of skills and qualifications over time. HR reported the training and qualification
deficiencies at the monthly personnel board meetings four months in a row. The CFO and SAE
decided there needed to be a change before the activity was subjected to outside scrutiny and
potential loss of project partnerships. After discussing the matter privately with the CHCO and
the personnel board the following month, training and development (T&D) became a part of my
duties. T&D was added as a personal objective and I have been working to improve T&D during
the last twenty months.
While most members come to the organization with some level of college education
and/or military training, I work with staff members to identify education, training, and other
developmental opportunities available for their position and other mission-critical competencies
necessary for the activity. I monitor annual DON and Department of Defense training,
individual competency training for certification requirements, individual development plans,
continuous learning support through commercial and government in-resident and online training,
conduct frequent face-to-face training, and I am responsible for development and maintenance of
knowledge management libraries for acquisition, finance, and project management job
disciplines.
It was being assigned the duty of T&D generalist that I looked into the University of
Maryland University College (UMUC), Master of Distance Education - Distance Education
Teaching and Training (DETT) program. I was in last two semesters of the UMUC Master of

Management Project Management program when the CFO and SAE suggested I look into
training and education courses to better prepare me for my new duty. While I had some idea of
what the T&D generalist should be doing, I knew I was up to the task of taking on a new project
and learning as I went along. While I have conducted a few face-to-face courses out of necessity
in my current position, in my previous job I conducted small group training and individual
training several times a year as a subject matter expert for ten years in a joint service
communications agency. I also assisted with training materials updates and editing several times
during the ten years.
Fast forwarding twenty months and I have completed three of the MDE DETT courses,
the Foundations of DE and E-learning, Technology in DE and E-learning, and Learner Support
in DE and Training. While these courses have given me greater insight into my current duties,
they have also given me a greater understanding of the DE learning environment. I have turned
to DE instruction to fill the training and education gaps when face-to-face training was not
available, cost effective, or did not meet the needs in support of the individual and organizational
goals. I recognize that while I am accomplishing my duties, I am still struggling to ensure I
understand and meet the needs of individuals and the organization.
ASTD Competency Model
The ASTD Competency Model identifies competencies and roles necessary for
successful job performance and accomplishment as a T&D professional. The model is divided
into two areas. The foundational competencies are divided into six areas applicable to all T&D
professionals in the current business environment. The specific T&D Areas of Expertise (AOEs)
are divided into ten areas that include skill sets and functional knowledge necessary for a T&D
professional to successfully perform their roles or jobs (Arneson, Rothwell, and Naughton,
2013). Naughton (2013) explains that the model can be used as a roadmap for professional
development as a line of sight to missing or underdeveloped competencies that may be
blocking career advancement for learning staff (ATD Staff, para. 7).
The model acts as a tool in which the individual can conduct a reflective self-assessment
of the knowledge and skills they possess in the different competencies of T&D. From this
assessment, the individual is able to identify areas which require further development and areas
which are strengths. The assessment should be followed up with the establishment of an
Individual Development Plan (IDP). The IDP provides an education action plan or professional
roadmap that can include short term and long term goals to minimize and/or close the
individuals development and performance gaps. The IDP can also be used to tailor actions to
promote strengths (Rothwell, 2011).
This semester brings Online Learning and Development in the Workplace into my
education plan and with it, an opportunity to conduct a self-assessment using the ASTD
Competency Model. The personal assessment section will be provided to my supervisor for

inclusion in my IDP. An objective on my annual performance appraisal is to provide training to
activity personnel in support of the strategic mission. This assessment will assist in developing
my development plan for this area of responsibility.
Personal Assessment
Foundational Competencies
The first area of the foundational competencies is Business Skills. This area includes
understanding the needs of the both the individuals and organizations strategic goals. It takes
into account the business aspects of resources, exploration of options, solutions, and the impact
to the individual and the organization (ATD, n.d.). While I have an expert knowledge of the
individuals and the organization, my professional knowledge level of training and development
brings this area down to entry level as illustrated in Table 1.
Table 1
Business Skills
Analyze needs and propose solutions
Apply business skills
Drive results
Plan and implement assignments
Think strategically
Innovate
Competency
E
E
E
E
E
I
Note: Competency level is denoted as: N = no training/pertinent experience; E = entry level;

I = intermediate level; X = expert level. Adapted from "ASTD Competency Study: The
Training & Development Profession Redefined," by J. Arneson, W.J. Rothwell, and J.
Naughton, 2013, Alexandria, VA: ASTD Press.
The second area of the foundational competencies is Global Mindset. This area embraces
individual, cultural, and generational diversity and capabilities while leveraging these differences
to support all individuals of the organization (ATD, n.d.). I have an expert knowledge of
diversity of individuals within the organizational but my professional knowledge level of training
and development brings this area down to entry level as illustrated in Table 2.
Table 2
Global Mindset
Accommodate cultural differences
Convey respect for different perspectives
Expand own awareness
Adapt behavior to accommodate others
Competency
I
E
I
E

Champion diversity
E
Leverage diverse contributions
E
I = intermediate level; X = expert level. Adapted from "ASTD Competency Study: The Training &
Development Profession Redefined," by J. Arneson, W.J. Rothwell, and J. Naughton, 2013,
Alexandria, VA: ASTD Press.
The third area of the foundational competencies is Industry Knowledge. This area
reviews and assesses training and development trends in addition to industry knowledge of
organization (ATD, n.d.). I have an expert knowledge of my organization but my professional
knowledge level of training and development brings this area down to entry level as illustrated in
Table 3.
Table 3
Industry Knowledge
Competency
Maintain own professional knowledge
E
Keep abreast of industry changes and trends
E
Build industry sector knowledge
E
The fourth area of the foundational competencies is Interpersonal Skills. This area is the
interaction with individuals and stakeholders within the organization by building trust, fostering
communications, growing a network and partnerships through a better understanding of others
and myself (ATD, n.d.). I have an expert knowledge of inner relations of my organization but
my professional knowledge level of training and development leave room for further
improvement to grow which brings this area down to intermediate level as illustrated in Table 4.
Table 4
Interpersonal Skills
Competency
Build trust
I
Communicate effectively
I
Influence stakeholders
I
Network and partner
I
Demonstrate emotional intelligence
I

The fifth area of the foundational competencies is Personal Skills. This area is shown in
my ability to demonstrate adaptability while finding, and acting upon personal learning
opportunities to further my knowledge and development in support of individuals and the
organization. I have an expert knowledge of my personal skills and the impact on my
organization but my professional knowledge level of training and development leave room for
further improvement to grow which brings this area down to intermediate level as illustrated in
Table 5.
Table 5
Personal Skills
Competency
Demonstrate adaptability
I
Model personal development
I
The sixth area of the foundational competencies is Technology Literacy. This area is my
ability to effectively monitor and use technology to promote learning and organizational goals
(ATD, n.d.). I have an expert knowledge of technology literacy and the impact on my
organization but my professional knowledge level of training and development room for further
improvement to grow brings this area down to intermediate level as illustrated in Table 6.
Table 6
Technology Literacy
Competency
Demonstrate awareness of technologies
I
Use technology effectively
I
T&D Areas of Expertise
The first area of the areas of expertise is Performance Improvement. This area reflects
the improvement processes to identify and close performance gaps to support organizational
goals (ATD, n.d.). I have limited knowledge of performance improvement placing my
professional knowledge level of training and development at no training or experience/entry
level as illustrated in Table 7.
Table 7
Performance Improvement
Identify the Customer
Competency
I

Conduct performance analysis
N/E
Conduct cause analysis
N/E
Analyze systems
N/E
Gather data
N/E
Incorporate customer and stakeholder needs
N/E
Select solutions
N/E
Manage and implement projects
I
Build and sustain relationships
I
Evaluate results against organizational goals
E
Monitor change
E
The second area of the areas of expertise is Instructional Design. This area is the design
and development of learning solutions to support organizational goals (ATD, n.d.). I have
limited knowledge of instructional design placing my professional knowledge level of training
and development at no training or experience/entry level as illustrated in Table 8.
Table 8
Instructional Design
Competency
Conduct a needs assessment
E
Identify appropriate learning approach
N/E
Apply learning theory
N/E
Collaborate with others
I
Design a curriculum, program, or learning solution
N
Design instructional material
N
Analyze and select technologies
N/E
Integrate technology options
N
Develop instructional materials
E
Evaluate learning design
N
The third area of the areas of expertise is Training Delivery. This area is the delivery of
formal and informal learning solutions to support individual and organizational goals (ATD,
n.d.). I have limited knowledge and experience of training delivery placing my professional
knowledge level of training and development to an entry level as illustrated in Table 9.

Table 9
Training Delivery
Competency
Manage the learning environment
E
Prepare for training delivery
E
Convey objectives
E
Align learning solutions w/course objectives & learner needs E
Establish credibility as an instructor
E
Create a positive learning climate
E
Deliver various learning methodologies
E
Facilitate learning
E
Encourage participation & build learner motivation
E
Deliver constructive feedback
E
Ensure learning outcomes
E
Evaluate solutions
E
The fourth area of the areas of expertise is Learning Technologies. This area is using
different technologies to promote learning solutions to support individual and organizational
goals. I have some training, knowledge, and experience of learning technologies placing my
professional knowledge level of training and development at an entry/intermediate level as
illustrated in Table 10.
Table 10
Learning Technologies
Competency
Use technology effectively across different areas of expertise E/I
Identify when/how to use technology as
training/development solution
E/I
The fifth area of the areas of expertise is Evaluating Learning Impact. This area is
employing metrics and analytics to measure the impact of learning solutions in support
individual and organizational goals. I have limited training, knowledge, and experience of
evaluating learning impacts placing my professional knowledge level of training and
development at an entry level as illustrated in Table 11.
Table 11
Evaluating Learning Impact
Competency

Identify customer expectations
E
Select appropriate strategies, research design, and measures
E
Communicate and gain support for the evaluation plan
E
Manage data collections
E
Analyze and interpret data
E
Apply learning analytics
E
Make recommendations to aid decision-making
E
I = intermediate level; X = expert level. Adapted from "ASTD Competency Study: The Training
& Development Profession Redefined," by J. Arneson, W.J. Rothwell, and J. Naughton, 2013,
The sixth area of the areas of expertise is Managing Learning Programs. This area is
execution of organizations strategy of personnel resources. This area also includes
implementing and managing training projects to support individual and organizational goals. I
have limited training, knowledge, and experience of managing learning programs placing my
professional knowledge level of training and development to an entry level as illustrated in Table
12.
Table 12
Managing Learning Programs
Competency
Establish a vision
E
Establish strategies
E
Implement action plans
E
Develop and monitor the budget
N
Manage staff
E
Model leadership in developing people
E
Manage others
I
Manage and implement projects
E
Manage external resources
E
Ensure compliance w/legal ethical & regulatory requirements E
Training & Development Profession Redefined," by J. Arneson, W.J. Rothwell, and J. Naughton,
2013, Alexandria, VA: ASTD Press.
The seventh area of the areas of expertise is Integrated Talent Management. This area is
building capabilities and capacity by using personnel resource strategies in support of individual
and organizational goals. I have limited training, knowledge, and experience of managing
organizational talent placing my professional knowledge level of training and development to an
entry level as illustrated in Table 13.

Table 13
Integrated Talent Management
Competency
Align talent management to organizational objectives
E
Use talent management systems
E
Equip managers to develop their people
E
Organize delivery of developmental resources
E
Promote high-performance workplaces
I
Coordinate workforce and succession planning
I
Facilitate the career development planning process
I
Facilitate career transitions
E
Support engagement and retention efforts
E
Implement individual and organizational assessments
E
Use talent management analytics to show results and impact
E
The eighth area of the areas of expertise is Coaching. This area is the process of
personnel improvement through goal setting and taking action to support individual and
organizational goals. I have limited training, knowledge, and experience with coaching placing
my professional knowledge level of training and development to an entry level as illustrated in
Table 14.
Table 14
Coaching
Competency
Establish coaching agreement
N
Establish trust and intimacy with the client
E
Display coaching presence
N
Demonstrate active listening
I
Ask powerful questions
E
Use direct communication
I
Create awareness
E
Design learning opportunities
E
Develop goals and plans
E
Manage progress and accountability
E
Meet ethical guidelines and professional standards
E

The ninth area of the areas of expertise is Knowledge Management. This area is
development of knowledge resources through collection, distribution, and sharing of intellectual
capital to support individual and organizational goals. I have limited training, knowledge, and
experience in knowledge management placing my professional knowledge level of training and
development to an entry level as illustrated in Table 15.
Table 15
Knowledge Management
Competency
Advocate knowledge management
N/E
Benchmark knowledge management best practices & lessons
learned
N/E
Encourage collaboration
I
Facilitate social learning
E
Establish a knowledge culture
E
Support the development of a knowledge management
infrastructure
N/E
Leverage technology
E/I
Manage information life cycle
E/I
Design and implement knowledge management solutions
E
Transform knowledge into learning
N/E
Evaluate knowledge management success
N/E
The tenth area of the areas of expertise is Change Management. This area is the process
of shifting and individuals path from their current position to a desired future position in support
of individual and organizational goals. I have limited training, knowledge, and experience in
change management placing my professional knowledge level of training and development to an
entry level as illustrated in Table 16.
Table 16
Change Management
Establish sponsorship and ownership for change
Build involvement
Create a contract for change
Conduct diagnostic assessments
Provide feedback
Facilitate strategic planning for change
Support the change intervention
Encourage integration of change into organizational culture
Competency
N/E
E/I
N
N
N/E
E
E
E

Manage consequences
E
Evaluate change results
N
The final area of the areas of expertise and the last step in the personal assessment is
action planning for professional development purposes. Looking at both foundational
competencies and areas of expertise, these areas have been evaluated for need and importance as
seen in Tables 17 and 18.
Table 17
Foundational
Competencies
Business Skills
Global Mindset
Industry Knowledge
Interpersonal Skills
Personal Skills
Technology Literacy
Level of
Level of
Professional
Importance Need
4
4
3
2
3
3
4
4
4
3
2
2
Note: Level is denoted as: 0 = not applicable; 1 = no

importance/need; 2 = somewhat important/some need; 3 =
important/need; 4 = very important/much need. Adapted
from "ASTD Competency Study: The Training &
Development Profession Redefined," by J. Arneson, W.J.
Rothwell, and J. Naughton, 2013, Alexandria, VA: ASTD
Press.
Table 18
Present
or
Future
Areas of Expertise
Need
Performance Improvement
P
Instructional Design
F
Training
P
Learning Technologies
P
Evaluating Learning Impact
P
Level of Importance
in Building Your
AOE Competencies
4
1
2
3
4

Managing Learning
Programs
Integrated Talent
Management
Coaching
Knowledge Management
Change Management
P
P
P
F
3
2
3
2
Note: Need is denoted as: P = present; F = future. Level is

denoted as: 0 = not applicable; 1 = no importance/need; 2 =
somewhat important/some need; 3 = important/need; 4 =
very important/much need. Adapted from "ASTD
Competency Study: The Training & Development
Profession Redefined," by J. Arneson, W.J. Rothwell, and J.
Conclusion
This competency assessment has provided valuable insight into areas that I require
training and development in to successfully navigate a change in career paths/goals. The
assessment will be used to facilitate selection of training and education solutions that enhance
my ability to become an effective training and development professional. The top three
competencies and top three areas of expertise that will facilitate my transition will be selected
and ranked. These areas will be prioritized and annotated in my IDP with training and education
solutions for both the near and midterm identified. As competencies and areas of expertise are
raised to an intermediate level, additional areas will be added. The IDP will be evaluated semiannually to ensure it supports growth of my professional knowledge of training and development
and the organizations goals.

References
Arneson, J., Rothwell, W. J., and Naughton, J. (2013). ASTD competency study: The training &
development profession redefined. Alexandria, VA. ASTD Press.
ATD. (n.d.). The ATD competency model. [Website post]. Retrieved from
http://www.astd.org/Certification/Competency-Model
ATD Staff. (2013, January 03). ASTD debuts new competency model, redefines training
excellence. [Blog post]. Retrieved from http://www.astd.org/Publications/Blogs/ASTDBlog/2012/12/ASTD-Debuts-New-Competency-Model
Human Capital Management. (2005, September). Section III: Leadership and knowledge
management system. Retrieved from http://www.opm.gov/policy-data-oversight/humancapital-management/reference-materials/practitionersguide/leadershipknowledgemanagement.pdf
Rothwell, W. J. (2011, March 26). Assessing competencies starts with a measurable competency
model. [Website post]. Retrieved from
http://www.astd.org/Publications/Newsletters/ASTD-Links/ASTD-LinksArticles/2011/03/Assessing-Competencies-Starts-with-a-Measurable-Competency-Model

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Running head: ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD Competency Personal Assessment

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

Note: Competency level is denoted as: N = no training/pertinent experience; E = entry level;

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

ASTD COMPETENCY PERSONAL ASSESSMENT

Note: Level is denoted as: 0 = not applicable; 1 = no

ASTD COMPETENCY PERSONAL ASSESSMENT

Note: Need is denoted as: P = present; F = future. Level is

ASTD COMPETENCY PERSONAL ASSESSMENT

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