Training Industry Magazine - Summer 2023 - 34

Stage 3: Measuring
Competencies by Learning
Domain
Instructional designers and/or human
resource evaluators generally measure
employee competency within three
learning domains: cognitive, affective
and psychomotor. The cognitive domain
focuses on measuring employee
knowledge about a job. Online or
pencil-and-paper assessments can
be useful instruments to measure
such knowledge. A few examples are
assessing employee competency about
key organizational policies, rules and
statutory requirements that directly
affect his or her job.
Affective Domain measurement
focuses on employees' attitudes and
feelings. An example is when the
employee adheres to and practices
safety guidelines during a training
session versus totally disregarding
them, thus endangering the safety of
other trainees and training staff.
Psychomotor
Domain assessment
focuses on performance skills that
Employees will
say they are not
against change,
but experience has
shown they are
against changing.
cannot be adequately assessed via
online or pencil-and-paper testing.
Correctly installing a can light in a ceiling
is an example.
Stage 4: Developing A
Quantitative Assessment
After
core
identifying
job
the
knowledge,
relevant
skills
and
and/or
tasks, multiple-choice questions can
be used to assess specific employee
knowledge about them (e.g., how to file
and handle confidential documents). A
checklist can be used to identify the
key steps necessary to demonstrate
job skill competency. After reviewing
employee training on job-related skills
from the instructional lesson plan,
identify those skills and steps that must
be correctly performed to demonstrate
skill competencies.
Next, sequentially list the steps for each
job-related skill (use a separate page
per skill). Determine a passing score
from the steps that must be completed.
If there are 10 steps and eight steps are
critical to demonstrate skill competency
of a core task, then a passing score of
80% (8 of 10 steps) must be achieved by
the employee being evaluated.
Highlight the critical steps that
cannot be skipped or improperly
performed. These key steps are
labeled " terminal " and will objectively
result in documenting the employee's
inability to correctly demonstrate the
skill being evaluated, thus requiring
the employee to undergo remedial
training and/or remedial assessment.
Quantifiable Competency Rubric for an AED
Given an automatic external defibrillator (AED), an adult mannequin, a
flat surface for positioning the mannequin and instruction, the learner will
demonstrate how to correctly apply the AED pads to the chest area with a
minimum performance level of 100%. (Note: The employee must perform
each step correctly to demonstrate competence and is only being assessed
on how to correctly apply AED pads. Performing an AED shock is a separate
skill to be measured.)
Steps to be performed:
* Position the mannequin onto its back.
* Open the AED case (if it is in one).
* Power the AED.
* Listen to the AED prompts and follow them.
* Open the person's clothing so the AED pads can be placed on the chest.
* Remove the backing from the pads of the AED (usually by peeling).
* Attach the AED pads to the chest area locations per training.
* Attach the AED cables to the device if they are not connected.
(Incorrect demonstration of this skill will result in automatically failing, requiring
remedial training before reassessment.)
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Training Industry Magazine - Summer 2023

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