ED 7504 Leadership for Instructional Design

Competency Design for Leadership

NOTE: The following, prepared in 2003 as part of a course-related project at Capella University, illustrates how I am able to develop a list of competencies for a specific job/role and an action plan to demonstrate the competencies. Courses listed in items 7 and 8 were completed subsequent to this assignment. T. C. Smith, October 2004

Instructional Design Job Title: Director of Online Instruction

Instructional Design Job Description: Oversee the orderly development and implementation of the university's online learning programs, formulating goals and objectives to benefit students, faculty and the institution. Help develop the university’s strategic plan (especially with respect to online services) and related initiatives, proposals, and programs that further the university’s mission. Oversee development of various resources, methods, and instructional techniques necessary to develop, promote, deliver, and improve quality education using interactive, self-directed, and team-based styles in electronic and blended learning environments. Recruit and train instructors, staff and students who reflect the university's Christian values and learning culture and who will thrive and grow within online and/or blended programs.

	Source ID Competency	Reference or Source of Competency	Leadership for Instructional Design Competency	Narrative that demonstrates how this competency has been/can be met.
1.	Apply business skills to managing instructional design.	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm.	Apply business skills to online learning programs.	Develop a sound business plan outlining requirements for success of Patten University's e-learning programs; identify measurable business goals, appropriate data sources, and efficient and effective data-gathering methods.
2.	Provide for the effective implementation of instructional products and programs.	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm.	Provide for the effective implementation of instructional products and programs.	Help create and implement a strategic plan to enable Patten University to provide quality e-learning courses and degree programs to students and further the institution's distinctives. Ensure that key support systems (IT, trained faculty, library, & administrative services) are available and continuously improved.
3.	Communicate effectively in visual, oral and written form (Wang, 2002). Establish rapport with learners and stakeholders (Parhar & Mishra, 2000).	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm. Parhar, M. & Mishra, S. (2000, September). Competencies for web based instructional designers. Retrieved January 22, 2003, from http://members.rediff.com/missan/ Comp_Web_Inst_Designers.htm.	Communicate effectively in visual, oral, and written form to establish, maintain, and improve rapport with coworkers, learners, and other stakeholders.	Routinely a) communicate information to staff and stakeholders; b) ask questions to gauge health of the organization, esprit de corps, and stakeholder attitudes, and c) demonstrate listening skills. Improve ability to demonstrate empathy and acknowledge value of employee efforts.
4.	Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields (Wang, 2002). Continuous learning—increasing current proficiencies; rapidly understanding and using new information; and mastering new skills (Pritchard, 1999) Be prepared: learn, develop, and demonstrate technical and functional expertise in your area of responsibilities (Graceland University, 2002).	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm. Pritchard, K. H. (1999, May-June, pp. 24-25). Competency-based leadership for the 21st Century. Military Review, 79:3. [Retrieved January 20, 2003, from Academic Research Premier.] Graceland University. (2002). Leadership competencies. Lamoni, IA: Author. Retrieved January 21, 2003, from http://www.graceland.edu/ show.cfm?durki=1787.	Use continuous learning to increase current proficiencies, rapidly understand, demonstrate, and use new information and skills in instructional design and related fields.	Complete a Ph.D. in education and continue to use newly acquired knowledge, skills, and abilities to demonstrate proficiencies. Cooperatively develop a plan for professional growth that supports and furthers all three elements (Learning, Faith, and Community) of the mission and programs of Patten University.
5.	Utilize appropriate leadership style to steer team members towards their goals.	Graceland University. (2002). Leadership competencies. Lamoni, IA: Author. Retrieved January 21, 2003, from http://www.graceland.edu/ show.cfm?durki=1787.	Use appropriate leadership styles to help steer individuals and teams towards their goals.	Continue to increase personal knowledge of leadership methods, implementing various tools as appropriate. Encourage supervisors and department chairs to form cross-program teams to cooperatively identify goals and develop win/win achievement plans.
6.	Giving vision, meaning, direction and focus to the organization (Scholtes, 1999). Creativity—providing insight; generating original ideas or innovative solutions; extending the state of the art; Entrepreneurship—leading with a sense of ownership; identifying and taking prudent risks; Organizational commitment--creating and sustaining esprit de corps and organizational culture (Pritchard, 1999).	Scholtes, P. R. (1999, pp. S704-5). The new competencies of leadership. Total Quality Management, 10:4/5. Retrieved January 20, 2003, from Academic Research Premier. Pritchard, K. H. (1999, May-June, pp. 24-25). Competency-based leadership for the 21st Century. Military Review, 79:3. Retrieved January 20, 2003, from Academic Research Premier.	Using a mix of creativity and entrepreneurship, give vision, meaning and focus to the organization while creating and sustaining esprit de corps and organizational culture.	Promote the vision that Patten and its staff are Dream Releasers—key players in the effort to train tomorrow's leaders today. Encourage program managers and supervisors to a) team with their staff to identify critical service gaps, b) develop and implement plans to eliminate those gaps, c) continuously improve service, and d) celebrate their many successes.
7.	Design a curriculum or program (Wang, 2000). Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. (ISTE, 2002).	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm. International Society for Technology in Education. (2002, p. 28). Educational Computing and Technology Standards for Technology Facilitation Initial Endorsement, Technology Leadership Advanced Program, [&] Secondary Computer Science Education Initial Endorsement and Degree. Eugene, OR: Author. Retrieved January 22, 2003, from http://cnets.iste.org/ programreview.	Design a curriculum or program that use technology-enhanced instructional strategies to support the diverse needs of learners.	Complete ED 7620 (Theoretical Basis of Instructional Design), ED 7690 (Critical Skills for Facilitating Online Learning), ED 7691 (Tools and Techniques for Online Learning), ED 7692 (Strategies for Building Online Learning Communities) and ED 825 (Curriculum Development). Team with others to use the knowledge from these classes and other appropriate sources to design and implement one or more online degree programs.
8.	Understanding how we learn, develop, and improve, and leading true learning and improvement (Scholtes, 1999). Evaluate and assess instruction and its impact (Wang, 2002).	Scholtes, P. R. (1999, pp. S704-5). The new competencies of leadership. Total Quality Management, 10:4/5. Retrieved January 20, 2003, from Academic Research Premier. Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm.	Evaluate and assess instruction and its impacts based on an understanding of how we learn, develop, and improve.	Complete ED 814 (Evaluating the Effectiveness of the Educational Process). Apply the knowledge gained in the course to explore and improve the effectiveness of one or more courses and degree programs.
9.	Promote collaboration, partnerships and relationships among the participants in a design project (Wang, 2002). Leverage the team's synergy to get results beyond targets (Graceland University, 2002).	Wang, Xuemei. (2002). Instructional design competencies. International Board of Standards for Training, Performance, and Instruction. Retrieved January 9, 2003, from http://www.ibstpi.org/ id_competencies.htm. Graceland University. (2002). Leadership competencies. Lamoni, IA: Author. Retrieved January 21, 2003, from http://www.graceland.edu/ show.cfm?durki=1787.	Promote collaboration, partnerships, and relationships that help leverage synergy to achieve goals and objectives.	Serve as a sponsor of an interdepartmental team charged with identifying, investigating, and successfully addressing a key service gap and/or leveraging an opportunity. Continuously encourage supervisors to use this or other appropriate methods to sponsor and form cross-program teams that cooperatively assess needs, identify goals and develop achievement plans that further Patten's mission and programs.
10.	Relationships: relates to the capacity to develop relationships with others; relater—can build trust and be caring; developer—desires to help people grow; individualized perception—recognizes people's individuality (Fulmer & Wagner, 1999). Develop successors and talent pools for key positions (Graceland University, 2002).	Fulmer, R. M. & Wagner, Stacey. (1999, March, p. 31). Leadership: Lessons from the best. Training & Development, 53:8. Retrieved January 20, 2003, from Academic Research Premier. Graceland University. (2002). Leadership competencies. Lamoni, IA: Author. Retrieved January 21, 2003, from http://www.graceland.edu/ show.cfm?durki=1787.	Develop successors and talent pools needed by the university while fostering an atmosphere of trust and caring and building relationships that recognize people's individuality.	Promulgate formal mentoring programs, where faculty and staff mentor each other and student leaders, and where current student leaders team with faculty and staff to mentor new crops of diverse student leaders. Encourage and assist staff in developing and implementing personal and professional improvement programs that support all three elements (Learning, Faith, and Community) of Patten's mission and programs.

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