11-3131.00 · Learning planner
Training and Development Managers: a task-based learning plan
Plan, direct, or coordinate the training and development activities and staff of an organization.
Explore the complete task inventory first →
Understand the profile before choosing priorities
The table shows the ten highest importance ratings among 29 skills with usable ratings. Skills tied on importance can share a rank. Importance (1–5) and level (0–7) describe different dimensions. A level of 4 is not 4/7 of a course, and neither scale is your personal score. Source dates refer to the underlying rating, not the database release date.
| Skill | Importance / 5 | Level / 7 | Rating date |
|---|---|---|---|
| Learning Strategies | 4.25 | 5.25 | 08/2024 · Analyst |
| Instructing | 4.00 | 4.75 | 08/2024 · Analyst |
| Speaking | 4.00 | 4.50 | 08/2024 · Analyst |
| Reading Comprehension | 4.00 | 4.00 | 08/2024 · Analyst |
| Active Listening | 4.00 | 4.00 | 08/2024 · Analyst |
| Writing | 3.88 | 4.12 | 08/2024 · Analyst |
| Monitoring | 3.88 | 4.00 | 08/2024 · Analyst |
| Social Perceptiveness | 3.88 | 3.75 | 08/2024 · Analyst |
| Coordination | 3.88 | 3.75 | 08/2024 · Analyst |
| Active Learning | 3.75 | 4.25 | 08/2024 · Analyst |
Anchor the plan in an actual task
Choose one reported task you want to understand better. Then choose one to three skills and describe an appropriate learning activity, evidence you will review and a date. For practical work requiring authorization, choose relevant coursework, observation or supervised training.
Learning Strategies
Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 6: Apply principles of educational psychology to develop new teaching methods
Level 4: Identify an alternative approach to help trainees who are having difficulties
Which practice activity and feedback would help you learn this task, and how would you check progress?
Instructing
Teaching others how to do something.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Instruct a coworker in how to operate a software program
Level 6: Demonstrate a surgical procedure to interns in a teaching hospital
How would you explain one step, observe a practice attempt and give useful feedback?
Speaking
Talking to others to convey information effectively.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Interview applicants to obtain personal and work history
Level 6: Argue a legal case before the Supreme Court
How would you explain the task, audience needs and next step in a short conversation?
Reading Comprehension
Understanding written sentences and paragraphs in work-related documents.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Understand an email from management describing new personnel policies
Level 2: Read step-by-step instructions for completing a form
Which instruction, constraint or exception in a document would you need to explain accurately?
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Answer inquiries regarding credit references
Level 2: Take a customer's order
What would you ask the other person to clarify, and how would you confirm you understood?
Writing
Communicating effectively in writing as appropriate for the needs of the audience.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Write an email to staff outlining new directives
Level 6: Write a novel for publication
What document would another person need, and how would you check that they could act on it?
Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
Level 2: Proofread and correct a letter
What result or exception would you inspect during the task, and when would you revisit it?
Social Perceptiveness
Being aware of others' reactions and understanding why they react as they do.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Be aware of how a coworker's promotion will affect a work group
Level 2: Notice that customers are angry because they have been waiting too long
What perspective or concern might another person bring to this task?
Coordination
Adjusting actions in relation to others' actions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Work with others to put a new roof on a house
Level 2: Schedule appointments for a medical clinic
Who would need what information, and at which handoff would timing matter?
Active Learning
Understanding the implications of new information for both current and future problem-solving and decision-making.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for training and development managers.
Level 4: Determine the impact of new menu changes on a restaurant's purchasing requirements
Level 6: Identify the implications of a new scientific theory for product design
What new information would change your approach, and how would you record the change?
Review the result
Your plan should explain why the selected skills matter for your chosen task, what you will do next and what evidence you will examine. Revisit the plan after that activity. Completing a worksheet or matching an occupation’s ratings does not establish professional competence.
Keep your worksheet
Download before leaving this page. Unsaved writing remains only in the page and is cleared on refresh. Notes and learning actions are not sent to a server. This guide describes an occupation and supports study planning; it does not provide clinical, legal or equipment-operating procedures.
Source and practice material
Occupational context uses the O*NET® 31.0 Database from the U.S. Department of Labor, Employment and Training Administration, under CC BY 4.0. View the occupation.
Skill Workbench selected and adapted the occupational information and added its own fictional cases, calculations, guidance and worksheets. USDOL/ETA has not approved, endorsed or tested these additions. O*NET® is a trademark of USDOL/ETA.