V Skill HF-D6.3-004 cross-sector 11 kompetenser
Designing training and instruction
Designs a learning programme with objectives, methods and assessment, chooses the format that suits the audience and delivers or supervises the execution.
Hur hrmforce mäter detta
- Bedömningsmetod
- Portfolio or evidence
- hrmforce instrument
- Portfolio, Work sample test
- Utbildningsbarhet
- high
- Prognos för efterfrågan 2026–2030
- rising
A collection of prior work or results, assessed against fixed criteria.
Beteendeankare
| Nivå | Beteende på denna nivå |
|---|---|
| N1 Guided | Drafts a programme for one work instruction using a template and submits it to the trainer. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Designs a training of several sessions with clear objectives and assessment moments and delivers it to a group personally. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Determines the training model of the organisation, chooses didactic principles and aligns programmes with strategic workforce questions. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 och N4 är medvetet inte förankrade. Bedömarna placerar dem mellan förankringarna, i enlighet med konventionen O*NET.
Grundläggande kompetenser
Dessa kompetenser ärver bedömningsvägen och beteendeankarna för detta konstrukt.
| T | Kompetens | Definition | Prognos för efterfrågan 2026–2030 |
|---|---|---|---|
| V | Formulating a learning objective Learning objectives | Describes in observable behaviour what the participant can do independently after the training. | rising |
| V | Making a training plan Training plan | Records audience, goals, modules, planning, cost and assessment of a training programme. | rising |
| V | Selecting learning methods Instructional methods | Chooses a method per objective such as exercise, case, role play, discussion or instruction. | rising |
| V | Designing assessment Assessment design | Designs a test, assignment or observation that measures whether the objective was really achieved. | rising |
| T | Building an e learning module E learning authoring | Builds an online module with text, image, exercise and test in an authoring or learning platform. | rising |
| V | Writing a training run sheet Session plan | Sets goal, method, materials and trainer role per time block in a workable run sheet. | stable |
| V | Designing a blended learning track Blended learning design | Combines online preparation, meetings and practice at work into one coherent programme. | rising |
| V | Building a learning pathway Curriculum design | Orders modules and levels into a rising line from beginning to experienced professional practice. | rising |
| V | Writing cases and practice scenarios Case writing | Writes realistic cases with enough detail and dilemma to practise the intended skill. | rising |
| V | Delivering training as a trainer Training delivery | Delivers a training with attention to group dynamics, pace, practice and feedback to participants. | rising |
| V | Analysing the audience for a training Audience analysis | Determines prior knowledge, language level, motivation and work conditions of participants before designing. | rising |