Training and Adult Education Professional Competency Model (TAEPCM)


Overview



Developed by IAL, TAEPCM is a skills reference framework with clear descriptions of competencies and proficiencies to help Training and Adult Education (TAE) stakeholders to:
 

  • Guide skills deepening and broadening efforts
  • Navigate and chart career pathways across key Continuing Education and Training (CET) functional domains
  • Benchmark standards of capability development programmes
  • Align skills development efforts with organisational goals


Using the framework, users may identify relevant capability development programmes to address competency gaps. Critical new and emerging skill sets to address evolving needs of the CET landscape are incorporated in this updated model as well, including pedagogical innovation, learning and performance consulting, workplace learning and technology-enabled learning.

 

TAEPCM Model


taepcm-model

 

TAEPCM Flipbook


For more information, please view:

Training and Adult Education Professional Competency Model (TAEPCM) Flipbook 

 

Benefits of TAEPCM


TAEPCM has the following benefits for different stakeholders:

 

TAEPCM Job Categories


The job categories covered in TAEPCM are:

Adult Education Training Management Human Capital Management

Relates to the direct activities of development and training for the continuing education and training of the workforce, which may include analysis, design, development, facilitation and assessment.

Relates to the management of a training institution as its core business function. This includes the management of programmes, curriculum, assessment, training resources, manpower, learning systems, quality assurance, compliance and administration.

Relates to the strategic conceptualisation of CET plans in order to ensure that workers’ training needs are met, and that they are engaged and developed to better respond to changing workplace demands.

 

CET Profiles


Get insights into each job categories through the following profiles of professionals:


Profile of an Adult Educator

“The more I learn, the more I realise how little I know.”

- Lee Wee Chee


It is the teachings of a long-dead Greek philosopher that drives him. “The more I learn, the more I realise how little I know.” That Socratic principle has been one of Lee Wee Chee’s guiding lights since he entered the teaching industry 15 years ago.

The father of two says that above all, an Adult Educator needs to be humble. He would keep himself informed of the actions of his students as he is also on the path of learning himself. An Adult Educator not only needs to be able to understand his students’ joys and frustrations, he should also be able to design a better method of learning that best suits their needs.

Wee Chee, who works in the Learning Practice and Innovation department at IAL, has taught people from all age groups and from all walks of life. He started as a secondary school teacher and went on to teach polytechnic students before assuming his current role at IAL.

In IAL’s TAEPCM, Wee Chee would be considered as an Adult Educator, whose job relates to the direct development of people within the continuing education and training industry.

Information provided on interviewee is accurate as of March, 2013.

 

Profile of a Training Management Professional

“I felt that it would be meaningful if I could create an education system that makes learning more relevant and practical for career advancement and opportunities.”

- Raja Chowdhury


Motivating people to embrace change and contributing to shaping their career is what drives Raja Chowdhury as a Training Management Professional. His role includes managing admission, training delivery, product and career services. Seeing people achieving success and transforming their careers with the training provided by his team at Lithan Hall Academy, gives him a sense of fulfilment.

Lithan Hall Academy, a registered private education institution with a 4-year Edutrust certification from the Council of Private Education of Singapore, is a recognised CET program partner of Singapore Workforce Development Agency (WDA). Edutrust certification is a much sought-after distinction as it is a mark of quality programs, processes and corporate governance. Lithan Hall Academy's education programs are delivered within a cooperative education framework that integrates classroom learning, practical hands-on training and industry internships.

Focusing on developing career-ready professionals through innovative learning practices, Raja believes the challenge is to change the perceptions or mindsets of practitioners, employers, funding and regulatory bodies on CET. The need to continuously innovate in CET practices may be hindered if mindsets are not open to try something new.

Within IAL's TAEPCM, Raja's role as a Training Management Professional puts him in direct contact with CET operations. He helps implement the CET plans of the Academy, including the management of programmes, curriculum, assessment, training resources, manpower, learning systems, quality assurance, compliance and administration.

Information provided on interviewee is accurate as of May, 2014.

 

Profile of a Human Resource Developer

“In a nutshell, I talent scout, talent manage and develop talents to their full capabilities and capacities to participate fully in the workplace, provide them with a sense of purpose in the organisation so that their aspirations and contributions are aligned with the organisation's goals.”

- Theng Soo Ting


A people person, the Human Resource Developer engages with and develops workers through strategising effective solutions to respond to changing workplace demands.

The perception of what Human Resources (HR) takes on has certainly changed over the years.

It is about providing an individual a means to livelihood, through progression and achievements, so that he can contribute to the business sustainability of an organisation. That organisation, in turn, can add to the social and economic progress of a country.

That is the firm belief of Theng Soo Ting, Cluster Director of Human Resources, Singapore, Indonesia & Philippines, Hilton Worldwide.

Soo Ting has more than 20 years of experience in Human Resources: She was the Senior Vice President of hotel industry educator - Shatec Institutes before taking up her current post at Hilton Singapore. Prior to that, she was the director of Human Resources at Pulai Springs Resort in Johor Baru, a “FIABCI PRIX D’ EXCELLENCE” award winner property.

Her personal philosophy towards her industry is honed from years of interaction with fellow colleagues, discussions with subordinates and bosses as she progressed upwards. She realised the importance of her role as she grew in her vocation; that what she did could and would impact on the lives of others, the community and eventually, the society at large.

While many HR professionals may remain content with managing the people under their care, there are some, like Soo Ting, who takes it to the next level by not only managing Human Resources, but also developing the people.

This is a more macro-level role – where she creates HR strategies and builds employee capacity and human capital to support business needs. This involves looking at the corporate culture of a business and seeing how systems may be moulded to achieve maximum organisational potential.

Under IAL’s TAEPCM, Soo Ting would be considered as a Human Resource Developer (HRD) – one whose job relates to ensuring that workers’ training needs are met; and that they are engaged and prepared to better respond to changing workplace demands.


Information provided on interviewee is accurate as of March, 2013.

We catch up with Soo Ting to get insights into how she sees herself and her role in her workplace.

In a nutshell, I talent scout, talent manage and develop talents to their full capabilities and capacities to participate fully in the workplace, provide them with a sense of purpose in the organisation so that their aspirations and contributions are aligned with the organisation’s goals.

I started as an executive without any HR background. It was then that I learnt that you need to know your people, their needs, their angst and their ambitions in order to be successful. I realised the magnanimous role of the HR profession through interactions with employees. I also realised that HR is not very much different from marketing and communications. I adopted mass communications precepts to enhance my role to communicate, collaborate and integrate employees in moving along the same continuum towards the company’s vision and mission.

I remained firm in the belief of providing information and developing employees in the different organisations that I worked, irrespective of their level and age.

I remember some elderly ladies in housekeeping who, after attending a programme, told me that they had never thought of receiving a certificate of achievement for their participation in service training.

The next phase of my journey is focused on workplace learning and this encompasses an entirely different work perspective on what constitutes work and how work activities can be participated in, away from the traditional outlook of training.

I share stories and conversations with my staff. I provide a tremendous amount of coaching and motivational discussions, especially when staff members are young. Most importantly, I give challenging assignments that I know they can handle so that the learning is an experiential one.

The resilience required to stay in Human Resources is a mammoth one, as many a times it requires excellent affective attributes and self-regulation to deal with the organisation’s public.

While many speak of emotional intelligence, I am of the opinion, that emotional intelligence is not a given: It is not something that you can teach as a subject, but needs to be experienced. The cumulative effect of undergoing these experiences, and the mentoring and coaching provide a rich learning journey for young staff members.

The simple things that make work-life enjoyable are often blown out of proportion from complicated policies or leadership desires that deplete trust. The level of trust must exist before development takes place.

The landscape of HR has changed in extremities; it is no more ‘hire and fire’. Those are the bygone days. Employees want to grow and this is where HRDs can step in and offer their expertise to the employees, providing guidance to self-reflect, and the right resources and conditions for employees to achieve their goals in their career path.

 

Using TAEPCM to Bridge Competency Gaps


For the individual, employer or training provider, the TAEPCM helps in identifying and bridging competency gaps to build a path to career success.

  • Professionals may use it to develop themselves in the CET sector, so as to remain relevant and sought-after.
  • Employers can use it as a central reference for developing their CET professionals, to guide recruitment and staff development.
  • Training providers can use it as a listing of market-relevant learning opportunities for the CET community, and as a benchmark for instructional excellence.


The following is a step-by-step guide on using TAEPCM:

  1. Identify the competencies which you/ employee already possess.
  2. Shortlist the level of competencies to be acquired to progress to the next CET competency stage.
  3. Identify competencies within related job categories which may add value to current job roles.

 

Programme Listing


Applying TAEPCM, you may browse through our programmes listing here. This helps you identify relevant programmes to bridge competency gaps.