Performance-Based Certification E-Book

Judith Hale

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 451

Veröffentlichungsjahr: 2011

Beschreibung

Are your employees qualified? Looking for qualified people to do competent work? How do you ensure that the people you hire can do the job right? An ever-increasing number of organizations are asking the same questions. Certification planning is the answer and Performance-Based Certification is the key. This is the only book on the market that addresses the growing need to monitor the qualifications of employees. You'll be able to quickly customize the certification tests and other job aids provided on the accompanying disk. Create a certification program within your organization to: * Instill confidence that employees, members, or suppliers are qualified to meet the needs of your customers * Ensure that your workforce is trained and competent to their job * Make your hiring process more cost effective and legally defendable * Recognize competence and consistency of your employees Once you've identified the need for a certification program, what's the next step? All of the answers are here!

Leseprobe

Table of Contents

Cover

About Pfeiffer

FREE Premium Content

Title page

Copyright page

List of Tables, Figures, and Exhibits

Contents of the Website

Introduction

THE ELEMENTS OF A CERTIFICATION PROGRAM

THE OBJECTIVES OF THIS BOOK

HOW THIS BOOK IS ORGANIZED

KEY DEFINITIONS

Chapter 1 The Driver

WHY ORGANIZATIONS CERTIFY

SUCCESS MEASURES

WHO TO INVOLVE

BENEFITS OF CERTIFICATION

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 2 The Business Case

WHAT GOES INTO A BUSINESS CASE

HYPOTHESES, PREMISES, AND BEST GUESSES

METRICS OR KEY SUCCESS INDICATORS

THE REQUIREMENTS

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 3 The Requirements

DISTINCTIONS AMONG ELIGIBILITY, QUALIFICATION, AND CERTIFICATION

ROLES CERTIFICATION PLAYS

TYPICAL REQUIREMENTS FOR CERTIFICATION

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 4 The Standards

COMPETENCIES, STANDARDS, AND CRITERIA

DEFINING THE SCOPE OF THE EFFORT

THE JOB OR TASK ANALYSIS

CONTROLLING BIAS

DESIGN OF THE CREDENTIAL

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

PROCEDURES

WHERE TO LEARN MORE

Chapter 5 Assessment

DEFINITIONS

RIGOR AND VALIDITY

TYPES OF TEST ITEMS

COMPUTER-BASED TESTING

DETERMINING THE PASSING SCORE

ISSUES IN ASSESSMENT AND TESTING

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 6 Governance and Administration

RESPONSIBILITIES OF THE GOVERNANCE BOARD

RESPONSIBILITIES OF THE PROGRAM ADMINISTRATOR

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 7 Recertification and Maintenance

STABILITY OF ENABLING KNOWLEDGE

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 8 Implementation

THE MARKETING STRATEGY

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 9 Going Global

DISTINCTIONS AMONG NATIONAL, INTERNATIONAL, GLOBAL, AND MULTI-NATIONAL PROGRAMS

WHY GO GLOBAL OR INTERNATIONAL?

DETERMINING RECIPROCITY, EQUIVALENCY, AND EXEMPTIONS

SAFEGUARDING AGAINST FRAUD OR MISREPRESENTATION

CULTURAL ISSUES

LANGUAGE AND TRANSLATIONS

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Chapter 10 Evaluation

DEVELOPING AN EVALUATION STRATEGY

DEFINING EVALUATION PROCESSES

DETERMINING WHAT TO MEASURE

DETERMINING WHERE TO START

BEING CLEAR ABOUT YOUR PURPOSE

DEVELOPING AN AGENDA

PRESENTING YOUR DATA

MISSTEPS AND OVERSIGHTS

TIPS

SUMMARY

WHERE TO LEARN MORE

Index

About the Author

About Pfeiffer

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Library of Congress Cataloging-in-Publication Data

Hale, Judith A.

 Performance-based certification: how to design a valid, defensible, cost-effective program/Judith Hale.—2nd ed.

p. cm.

 Includes bibliographical references and index.

 ISBN 978-1-118-02724-0 (hardback)

 ISBN 978-1-118-17626-9 (ebook); ISBN 978-1-118-17625-2 (ebook) ISBN 978-1-118-17624-5 (ebook)

 1. Occupations—Certification. 2. Professions—Certification. I. Title.

 HD3629.H35 2012

 658.3’124—dc23

2011039257

Acquiring Editor: Matthew Davis

Director of Development: Kathleen Dolan Davies

Production Editor: Dawn Kilgore

Editor: Rebecca Taff

Editorial Assistant: Michael Zelenko

Manufacturing Supervisor: Becky Morgan

List of Tables, Figures, and Exhibits

TableI.1   Flow Chart of the Process TableI.2   Types of Credentials Table2.1   Differences Between Eliminating, Reducing, and Avoiding Costs Table2.2   Sample Cost Breakout for a Certification Program Figure3.1   Gatekeeping or Screening Certifications Exhibit3.1   IMC Requirements Exhibit3.2   Code of Ethics Sample Figure3.2   Types of Assessment Levels Figure4.1   Skills Required for Success Table4.1   Suggested Sample Sizes Table4.2   Stratified Random Sample Exhibit4.1   Focus Group Process and Questions Table4.3   Example of One Group’s Responses to Question 2 Table4.4   Example of Outcome-Based Competency Data Table4.5   Example of Structured Interview Questions Exhibit4.2   Sample Observation Log Exhibit4.3   Sections of a Survey Table4.6   Sample DACUM Chart Table4.7   Certification vs. Certificate Programs Figure4.2   Certification Program Design, Sample 1 Figure4.3   Certification Program Design, Sample 2 Figure4.4   Sample Certificate Program Design Table4.8   Generic Outcome-Based Competency Chart Table5.1   Levels in the Cognitive Domain Table5.2   Levels in the Affective Domain Table5.3   Multiple-Choice Items Table5.4   Matching Test Items Figure5.1   Contrasting-Group Method Table5.5   Example of a Test Spec Exhibit6.1   JCTP Guidelines on Rights and Responsibilities of Test Takers Exhibit6.2   Examples of Ethics Violations and Levels of Censorship Exhibit6.3   Ethics Violation Filing Procedures Exhibit7.1   Certification Maintenance Process, Guidelines, and Format Table10.1   Evaluations Done to Date Table10.2   Two Different Ways to Present Data 

Contents of the Website

The following materials are available for download from

www.pfeiffer.com/go/hale

password: professional

Tool 1.1   Guidelines for an Effective Program Tool 1.2   Checklist for Certificate Programs Tool 2.1   Guidelines for a Business Case Tool 2.2   Checklist for a Business Case Tool 3.1   Guidelines for Requirements Tool 3.2   Checklist for Requirements Tool 4.1   Guidelines for Job or Task Analysis Tool 4.2   Checklist for Job or Task Analysis Tool 4.3   Checklist to Evaluate Standards Tool 5.1   Guidelines for Assessing Education and Experience Tool 5.2   Guidelines for Selecting Test Items Tool 5.3   Guidelines for Building a Test Spec Tool 5.4   Guidelines for Qualifying Jurors Tool 5.5   Guidelines for Using Tests Tool 5.6   Checklist for Assessment Tool 5.7   Checklist for Test Analysis Tool 5.8   Checklist for Performance Items Tool 5.9   Checklist for Juried Items Tool 5.10   Checklist for Multiple-Choice Items Tool 5.11   Checklist for Matching Items Tool 6.1   Guidelines When Designing Governance and Administrative Processes Tool 6.2   Checklist for Governance Tool 6.3   Checklist for Administration Tool 6.4   Checklist for Test Administration Tool 7.1   Guidelines for Recertification and Maintenance Tool 7.2   Checklist for Recertification and Maintenance Tool 8.1   Guidelines for Implementation Tool 8.2   Checklist for Implementation Tool 9.1   Guidelines for Designing a Credential Tool 9.2   Checklist for Going Global Tool 10.1   Guidelines for Evaluation Tool 10.2   Checklist for Evaluation 

Introduction

cer·ti·fy .1: to attest authoritatively as meeting a standard … to recognize as having met special qualifications

cre·den·tial: warranting credit or confidence. 1. Something that gives a title or confidence

Merriam-Webster Dictionary, Merriam Webster, Inc. (Version 1.0.2 1/12/11; Springfield, MA: Merriam-Webster Publishers).

To be certified, a person must fulfill a set of requirements or satisfy a set of standards. These might include achieving a certain level of education, completing a training curriculum, or gaining some specific experience; passing a test, performing a task, or accomplishing a goal; committing to a code of conduct, paying a fee, being recommended by someone who is already certified, or having one’s work reviewed. What is required depends on the motives of the people involved in the certification—both those who bestow the credential and those who want to attain it. The certification standards spell out how much and what type of education, training, and experience a person must have to become certified and on what basis his or her knowledge, ability, or work will be judged. The rigor of the standards depends on the promises made by those who bestow the credential.

The traditional approach to designing a certification program presumes there is a codified body of knowledge that people can acquire through accredited academic programs. This approach does not work for corporations and newly evolving professions because the body of knowledge is not defined or the formal education programs do not exist. Corporations use certification programs, instead, to define the required knowledge and skills and establish common performance standards. This helps them to quickly assemble and deploy competent workers anywhere in the world. Professional associations, too, develop certification programs in the absence of relevant accredited academic programs or because industry or professional standards are lacking.