{"id":131,"date":"2025-01-08T09:32:39","date_gmt":"2025-01-08T09:32:39","guid":{"rendered":"http:\/\/localhost\/theadultlearner\/?post_type=content&p=131"},"modified":"2025-01-09T13:49:14","modified_gmt":"2025-01-09T13:49:14","slug":"chapter-21-competency-diagnostic-and-planning-guide-for-adult-educators-trainers","status":"publish","type":"content","link":"https:\/\/staging.routledgelearning.com\/theadultlearner\/student-guide\/chapter-21-competency-diagnostic-and-planning-guide-for-adult-educators-trainers\/","title":{"rendered":"Chapter 21: Competency diagnostic and planning guide for adult educators\/trainers"},"content":{"rendered":"\n
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Abstract<\/h2>\n\n\n\n

Mastering andragogy in practice at both the facilitator and administrator levels are learning journeys in themselves. Peer and self-assessment provide important reflection as to the present state of affairs. The general question of asking how well expertise in facilitation and planning takes place can provoke some important unexpected responses. Yet having focused questions that are connected to sound adult learning theory and practice provides greater direction for improvement. This is where the core competency diagnostic and planning guide is most useful.<\/p>\n\n\n\n

Learning objectives<\/h2>\n\n\n\n

Learners will be able to:<\/p>\n\n\n\n

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  1. Assess their greatest strengths and weaknesses based on the self-diagnostic guide.<\/li>\n<\/ol>\n\n\n\n

    The Competency Diagnostic and Planning Guide for Adult Educators\/Trainers<\/h2>\n\n\n\n

    Complete the competency diagnostic and planning guide, then choose the most important factors to discuss in small groups and compare results. The Competency Diagnostic and Planning Guide for Adult Educators\/Trainers can be downloaded here.<\/p>\n\n\n\n

    Chapter 21 – Competency Model<\/a><\/p>\n<\/div>\n\n\n\n

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    On this page<\/strong><\/p>\n\n\n\n