Kwon Seolim, Wadholm Robert R, Carmody Laurie E
Indiana University Bloomington, Instructional Systems Technology Department, United States.
Missouri University, School of Information Science & Learning Technologies, United States.
Eval Program Plann. 2014 Jun;44:48-58. doi: 10.1016/j.evalprogplan.2014.01.002. Epub 2014 Jan 28.
The American Society of Training and Development's (ASTD) Certified Professional in Learning and Performance (CPLP) program is purported to be based on the ASTD's competency model, a model which outlines foundational competencies, roles, and areas of expertise in the field of training and performance improvement. This study seeks to uncover the relationship between the competency model and the CPLP knowledge exam questions and work product submissions (two of the major instruments used to test for competency of CPLP applicants). A mixed qualitative-quantitative approach is used to identify themes, quantify relationships, and assess questions and guidelines. Multiple raters independently analyzed the data and identified key themes, and Fleiss' Kappa coefficient was used in measuring inter-rater agreement. The study concludes that several discrepancies exist between the competency model and the knowledge exam and work product submission guidelines. Recommendations are given for possible improvement of the CPLP program.
