Running head: ESSENTIAL TOOLS FOR ARMY 1

Essential Tools for the Army Child and Youth Services Training Program

Full Paper

Maryann Andrews

University of Maryland Global Campus

November 29, 2019

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 2

Abstract

The purpose of this paper is to identify a listing of successful tools and strategies to be used by

instructional designers when developing competency-based online training to early childhood

educators employed by the Army Child and Youth Services (CYS) program. The research for

the study analyzed best practices for online teacher training found in literature from the last ten

years and data from a Likert survey disseminated to 50 past and current early childhood

educators asking them to rate the helpfulness of specific strategies used in online training.

Information gathered from the research has been compared with the survey data to identify the

best strategies to apply when developing competency-based online training for CYS employees.

This paper outlines the most commonly used approaches and tools that should be accessible to

instructional designers when developing online training for the Army CYS program.

Keywords: instructional design, design strategies, online competency-based training, best

practices, early-childhood training, scaffolded learning

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 3

Essential Tools for the Army Child and Youth Services Training Program

The Army CYS program requires each classroom employee to complete annual training,

currently offered in a primarily face to face setting. The determination of essential tools and

strategies to be used by instructional designers when developing a competency-based training

(CBT) program will ensure the best possible online delivery of CYS training content. The focus

question for this research is, “Which tools and strategies would effective instructional designers

use to develop successful online competency-based training programs in the Army Child and

Youth Services organization?” The goal of the research is to identify the specific tools and

strategies for online competency-based training that will best meet the learning needs of CYS

classroom staff. Hargreaves and Bloomberg (2015) have recognized that the advantage of using

CBT is the earlier completion of training through the application of prior learning and

recognition of common competencies. The utilization of online competency-based training is a

viable method of delivering the designated content, ensuring that employees possess the

necessary skills needed for the classroom before moving on to the next stage of training. To

further support the relevance of CBT for early childhood educators, the Zero to Three

organization offers online competency-based training to “build knowledge, skills, and abilities

across all early childhood workforce sectors” (zerotothree.org., 2019, para. 1). By implementing

best practices in training development, a similar type of online program can be available for CYS

employees.

A recent study in South Africa conducted by Hannaway, Marais, Govender, and Meier

(2019) found that challenges experienced by early childhood educators in rural communities

include a lack of insufficient pedagogical skills and content knowledge, as well as inadequate

learning and low morale. To address similar training challenges of CYS employees, the adoption

of best practices when developing training modules for early childhood educators would ensure
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 4

sufficient preparation of participants before moving onto the next level of training. The quality

of training has a significant effect on student engagement and the employee’s level of

preparedness to enter the classroom. Data gathered by Kim and Corcoran (2017), shows that the

quality of teacher education programs can increase student achievement and scores on

performance evaluations. When based on trusted pedagogical theories, the identified list of

successful tools and strategies, also referred to as best practices, implemented in the module

design, will best support the employee’s knowledge building and skill development. The

implementation of the selected best practices in CBT module development supported by research

will significantly contribute to the professional development of early childhood educators.

Additionally, participation in CBT training by employees will support the CYS mission

of high-quality training and will continue to serve as an example for other childcare institutions.

According to Priddis, Matacz, and Weatherston (2015), “The most coordinated systems of

training exist in the United States as competency-based trainings” (p. 628). To support the

highest quality implementation of CBT by CYS, the instructional designer will use the

recognized best practices for module development. The CYS executive-level organizational

leaders and Training Specialists will be mindful of the application of these practices to best

support classroom staff and how their use facilitates scaffolded learning for the demonstration of

learned skills in the classroom. Training Specialists are designated trainers for the CYS staff and

have professional expertise in ECE (Army Regulation 608-10, 2017). Identifying the best

strategies and tools for competency-based training will ensure that the learner is fully prepared

and can demonstrate the required skills before moving on to the next level of training. The

implementation of these strategies not only improves the CYS training program but can enhance

any online competency-based program used to train early childhood educators.

Literature Review
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 5

The application of online competency-based training supports the need for CYS to

employ highly skilled practitioners of early childhood education strategies in each classroom.

Per the report by Kamarck (2018) developed for members of Congress, training for CYS

employees must include early childhood development, discipline techniques for children of

varying ages, child abuse prevention and detection, cardio-pulmonary resuscitation and first aid.

According to Butrymowicz and Mader (2016, para. 19), the United States Department of

Defense requires all new CYS classroom staff to complete 40 hours of training within their first

three months of hire. Each employee is assigned training, that is broken down into six-month

increments, based on their level of experience and education. To develop the highest quality

training possible, and to meet the mandated CYS staff qualifications, instructional designers

should be equipped with a list of tools and strategies to apply when developing competency-

based online training modules. A review of pertinent literature and statistical analysis of survey

data has been used to illustrate the relevance of online competency-based learning to the field of

education by outlining the tools successfully used in teacher training and how their application

will enhance the Army’s professional development of CYS classroom staff.

Definition and Elements

Before identifying best practices, this author has collected some standard definitions of

the term competency-based education and related terms. Per Spady (as cited by Toliver, Martin,

& Salome, 2018) competency-based education is

“…a data-based, adaptive, performance-oriented set of integrated processes that facilitate,

measure, record and certify within the context of flexible time parameters that

demonstration of known, explicitly stated and agreed upon learning outcomes that reflect

successful functioning in life roles” (p. 127).

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 6

Moreover, the terms competency-based training and competency-based education apply to a

variety of professional applications, such as vocational education and training (VET), industry

knowledge management, and teacher training. In support of the use of competency-based

training, Boahin, Eggink, and Hofman (2014) suggest, “One major teaching and learning

approach in the VET systems that is believed to have the capacity to reduce the gap between

training and the labour market and achieve employability is competency-based training” (p. 840).

Hoffman (as cited by Boahin et al., 2014) identifies three essential elements of competency-

based training “as observable performance, knowledge, skills, and attributes that can be adapted

to workplace changes, and the social requirement” (p. 844). A recent study conducted at the

Catholic University at Maule (UCM) in Chile, describes the change from a goals-based training

to competency-based training for physical education teachers. Per Castillo Retamal, Bassoli de

Oliveira, Souza de Carvalho, Castillo-Retamal, and Faúndez-Casanova (2018), “the competency-

based model considers the development of progressive integration of practices and knowledge”

(p. 3). The application of CBT at UCM demonstrates how participants may self-regulate their

learning incrementally depending on their previous knowledge and ongoing learning process.

Strategies

A recent study of training provided to teachers of Information and Communication

Technologies (ICT), conducted by Tondeur, Aesaert, Prestridge, and Consuegra (2018) identified

these six strategies believed to be effective in the delivery of CBT; “1) using teacher educators as

role models, 2) reflecting on the role of technology in education, 3) learning how to use

technology by design, 4) collaboration with peers, 5) scaffolding authentic technology

experiences, and 6) continuous feedback” (p. 32). The successful application of these strategies

for ICT supports the selection of such approaches for CYS classroom staff.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 7

Furthermore, Pappas (2017), suggests the application of these nine strategies when

developing competency-based training:

“1) evaluate pre-existing knowledge and skill gaps, 2) identify core competencies that are

valuable to the organization, 3) conduct frequent e-learning assessments to monitor

learner performance, 4) align online training resources with job duties and tasks, 5) offer

self-paced online training plans, 6) use real-world activities to facilitate practical

proficiency, 7) provide an online training library for ongoing development, 8) use e-

learning feedback to create individualized competency resources, and 9) create

competency-based milestones to motivate employees” (para. 1).

The strategies and tools listed above, along with those discovered through research, will assist

the instructional designer in developing a comprehensive training program to meet the needs of

the Army CYS classroom staff.

Selection of Competencies

The identification of specific competencies for CYS educators will support the

organization’s mission and meet the learner’s training requirements as outlined in their

Individual Development Plan (IDP). As per Tolliver, Martin, and Salome (2018), “competence

refers to the knowledge, skills and abilities that the learner possesses, a competency describes

how things have to be done and at what level” (p. 127). By providing competency-based

learning as part of the CYS training program, employees will understand what is expected of

them professionally and will use the online modules to reach the goals and milestones designated

by the CYS program and outlined in the IDP.

Patrick, Worthen, and Frost (2018) have identified that competency-based learning

supports educator preparation by the description of specific educator competencies for

personalized learning. The designated skills support the building and mastery of instructional
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 8

competencies through pre-service training, allowing the employee to demonstrate competencies

that may assist in the earning of credentials and licensure, and access to professional

development and evaluation opportunities supports continuous knowledge building. Moreover,

the use of CBT will enhance the learner’s ability to master the competencies required for the

Child Development Associate Credential, which is the minimum educational requirement for

lead CYS classroom staff, further demonstrating their skills and abilities.

Benchmarks and Assessments

A robust online training program using competency-based training identifies and

communicates specific goals and objectives to participants. As learners make their way through

module completion and demonstration of skills, a list of required benchmarks must be developed

to check for readiness for advancement. Hamilton and Schaefer (2016) posit that “the milestones

are behavioral descriptors of performance on a competency at advancing levels” (p. 412).

Another tool for the monitoring of progress is the formative assessment. “Formative assessments

are typically defined as “assessments for learning” and are used to mark progress and surface

current learning and ability” (Jobs for the Future, 2016, p. 7). The inclusion of milestones in the

CBT online modules gives employees, the instructor, and the CYS Training Specialist the ability

to check for understanding and demonstration of skills before moving onto the next level of

knowledge building.

Assessments demonstrate to the participants and instructor that learners can identify and

perform the desired behaviors. Melvin (2018) stresses the importance of assessment in the

statement, “When companies complete organization-wide competency assessments, they are able

to identify competency gaps that impede short and long-term strategic results” (para. 13). The

identification of gaps between training and behaviors allows instructors and Training Specialists

to address these challenges individually before the learner moves on to the next stage. The use
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 9

of pre and post-assessments are imperative to the evaluation of learning and to determine the

successful delivery of content. Per a study of competency-based training for vocational high

school teachers, Malik, Soenarto, and Sudarsono (2018) share, “The learning evaluation was

conducted in order to identify how far the training participants had been able to absorb the

knowledge, the skills and the attitudes that had been trained” (p. 321).

The use of rubrics for assessment is a precise method of checking for understanding and

application of skills. Hudson (2018), shares that “Rubrics built on clearly articulated

competencies and learning outcomes can be used to establish clarity with students about what

they’re learning and why they’re learning it” (para. 7). The development of well-thought-out

assessments measures the learner’s knowledge building and the efficacy of the competency-

based online modules.

Individualized Training Plans

One of the identified best practices from CBT research is the development of a

personalized training plan. Currently, the CYS program implements the use of Individual

Development Plans (IDP) for its early childhood program staff to outline the minimum

requirements for initial and ongoing training. According to the Department of the Army

Regulation 608-10 (2017), “All training should be competency-based and designed in such a way

as to be compatible with the Child Development Associate (CDA) credentialing criteria” (p. 40).

Per Clayton, Guthrie, Avery, and Harding (2015), “The training plan is seen as a working

document; it should be flexible and be used as a basis for discussion between employers and

registered training organisations at any stage during the training” (p. 16). A further definition for

the training plan is the Training Frame of Reference, described by Demeuse and Strauven (as

cited by Haddouchane, Bakkali, Ajana, & Gassemi, 2017) as “a document that provides clear

vision of pedagogical guidelines in an organized, directed and chronological way, and through
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 10

which learning will be managed in relation to goals” (p. 6). The use of IDPs tracks training

progress and facilitates discussion between employees and the Training Specialist when used

during quarterly performance reviews, supporting the ongoing knowledge building of classroom

staff.

Interactive Content Delivery

Another best practice of CBT is the use of interactive modes of delivery to encourage

interest and support learning. Clark (as cited by Green and Marcham, 2019) suggests that “Well-

developed and thoughtful online training designed to encourage processing and application of the

information presented, as well as intentional interaction with the delivery system, can effectively

promote learning” (p. 28). Additionally, Zdenka, Viera, Dagmar, and Anna (2019) relate that

“The more active the learner, the better (more successfully) the teacher can achieve the goal of

the lesson” (p. 1066). The use of visual demonstrations and complex scenarios when developing

the CBT training modules supports the instructor as they assist and engage the participant with

building upon previous knowledge and learning new classroom skills. A study of the use of

interactive video technology for teacher training conducted by Marsh, Mitchell, and Adamczyk

(2009) discovered that discussion of shared observation experiences was improved, and

reflection was facilitated by connecting pedagogical theories to the observed classroom practice.

In essence, the use of interactive videos supports learners as they see the theories put into use.

Learner-Centered Environment

Emerson and Berge (2018) tout the use of competency-based micro-learning as an

innovative approach to e-learning by virtue of its application to “spacing practice, creates

challenges that have impact and meaning to learners, provides mechanisms to become

emotionally engaged in authentic contexts, and encourages learners to problem solve and apply

realistic solutions” (p. 130). The implementation of CBT modules for CYS training focuses on
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 11

the individual development of knowledge and skill-building, with a flexible timeframe, allowing

participants to learn at their own pace with ongoing support from the instructor and the Training

Specialist. As outlined by Misko and Korbel (2019),

“Adequate course durations give teachers the time to facilitate the comprehensive

learning of the required knowledge and practical skills by students; students to put the

learning into practice; and assessors to conduct rigorous assessments that result in valid

and reliable judgements of student competency” (p. 9).

To further illustrate the benefit of competency-based training for teaching staff, Cyndis (2014)

states, “Rather than a culture that focuses on assessment for accountability, we need to focus on

fostering competent students by emphasizing a learner-centered environment” (p. 1150). The

application of learner-centered online training modules encourages participants to learn at their

own pace with ongoing instructor support, then moving forward after they have demonstrated

competence at each level.

Moreover, the learner-centered environment for professional training is developed

specifically for the participant’s needs by focusing on their professional roles and

responsibilities. As per the E-Learning Methodologies Guide (Food and Agriculture

Organization of the United Nations, 2011), learner-centered content should be relevant to the

learner’s needs by providing information directly related to professional responsibilities. The

application of the best practices will support the learners as they construct the knowledge needed

to perform well in the classroom.

Communities of Practice

Thoughtfully developed competency-based learning gives learners opportunities to share

best practices and experiences with other participants. The CYS organization has employees

assigned to programs across the world, and the ability to network with other classroom staff
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 12

gives the learner opportunities to discuss challenges and build professional relationships.

Nissilä, Karjalainen, Koukkari, and Kepanen (2015) share that a study of teachers in Finland

found that “Teachers can improve pedagogical competencies by becoming consciously aware of

the consequences of their actions and by adjusting their practices” (p. 20). The application of

social learning as part of competency-based training will encourage participants to communicate

and collaborate informally with their peers to acquire skills from one another.

A recent study conducted by Saini and Abraham (2017) investigated the use of social

networking sites as a method of measuring online student engagement and learning achievement

on pre-service teacher training. The results of the study showed that the use of Facebook as a

potential instructional tool increased student achievement in the tested groups. The findings

contradicted results from other studies showing that Facebook had an insignificant effect on

student’s learning outcomes. This author is not currently considering the use of social

networking as a best practice for the CYS training program.

Implementation of Technology

Competency-based training is enhanced by the use of technology to support knowledge

building by providing access to open resources and connections to other ECE professionals.

“Collaborative learning empowers all participants with an opportunity to add to the body of

knowledge based on their experiences” (Rothwell & Graber, 2010, p. 43). As a form of

collaborative learning, the use of technology will encourage participants to manage their training

with Just-in-Time access to information and the opportunity to connect with other CYS

educators to share best practices. Per a recent study of rural teachers in Bangladesh, Jamil

(2018) surmises that the use of technology in teacher professional development was far-reaching

because it can be accessed by teachers of all levels and demographics, provided they have an

Internet connection.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 13

The constructive use of blogs, web conferences, and podcasts support collaborative

learning and add value to an online competency-based training course when carefully monitored

by the instructor. As per Urbani, Roshandel, Michaels, and Truesdell (2017), “Teacher

education programs need to explicitly provide opportunities for the development of

communication and collaboration for the purposes of improved instructional practice” (p. 32).

The incorporation of technology within training modules and to communicate with other

classroom staff supports the assertion that its use enhances knowledge building. Additionally,

the use of technology meets the varying learning preferences of employees.

Continuous Support

Ongoing support for early childhood educators is imperative to their continued learning

as they participate in online competency-based training. A recent study of 21 preschool teachers

shares that “Coaches provided both supportive and constructive feedback, which scaffolded

teachers to align their practice with the evidence-based processes of embedded instruction and

increase their fidelity of implementation” (Shannon, Snyder, McLaughlin, 2015 p. 302). The

addition of a coaching component embedded within the online competency-based training

modules will provide constructive feedback from the instructor and Training Specialist, further

supporting the early childhood educator’s proper implementation of classroom strategies. A

study of web-based teacher training and coaching conducted by Wilczynski, Labrie, Baloski,

Kaake, Marchi, and Zoder (2017), found that a considerable increase in teacher knowledge

occurred when online coaching and feedback were used to evaluate teacher practice. Although

the data appears to support web-based coaching, the referenced study used a small group of

participants, which limits the validity of findings.

Scaffolded Learning
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 14

The use of scaffolding learning in online competency-based training for teachers of

computer-assisted language learning (CALL) is supported by Egbert and Shahrokini (2019) by

the statement, “In CALL teacher education, scaffolding can be provided in ways that

demonstrate what will be expected of CALL teachers when they take on their own classrooms”

(p. 8). Applying an incremental design of content delivery supports the proficiency of preschool

teachers’ competence and skills mastery before moving on to the next level of training and

before classroom assignment. An exploration of practice-based teacher education conducted by

Francis (2017) posits that not only should teacher training be incremental; the capstone

classroom internship should also be scaffolded so they can skillfully practice what they have

learned while still being supported by the instructor.

Methodology
Data for this project has been gathered using the results from studies conducted within

the last ten years, which focus on competency-based learning in professional teaching

environments and from a survey, developed by this author, of past and present ECE

professionals. The research has identified useful sources from primary and secondary texts,

located through commonly used search engines, and the University of Maryland Global Campus

online library. The searches used keywords such as competency-based education, online

training, competency-based training, competency-based approach, outcome-based learning, and

mastery learning. The distribution of the Online Training Needs Survey (see Appendix A) by M.

Andrews (October 15, 2019) to 50 current and former educators of young children was also used

to gather data. The survey used a five-point Likert scale to rate the participants’ answers to ten

questions related to their individual training needs and their experience with online professional

development. A comment section following each item allowed participants to add details and

explanations if desired. Preliminary data from the survey identified commonalities and themes
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 15

in responses, such as the desire for clear goals and objectives in online training, the need for

instructor support, and opportunities for online collaboration with colleagues. Based on the

research findings and the results of the survey, this author has created a list of tools that would

enhance the development of future competency-based training delivered to CYS classroom staff.

By incorporating the list of successful strategies and tools into the instructional design, the CYS

organization's training modules will be of the best quality possible.

Analysis and Findings

A Likert survey using a five-point scale was disseminated online to 50 current and former

early childhood education (ECE) professionals across the world from October 15-October 17,

2019, asking ten questions on their attitudes towards implementation of specific strategies for

online competency-based professional development. The participants were asked to rate their

responses to each question by choosing the applicable rating from the following choices:

strongly disagree, somewhat disagree, neutral, somewhat agree, and strongly agree. Each

question also included a section for additional open-ended comments from the participant. The

respondents’ ratings were analyzed to compare with the most commonly used strategies found in

the research.

Participants

Of the 50 online surveys delivered, 46 respondents participated. The survey link,

distributed through Facebook groups, went directly to the Google form. Participants were all

current or former early childhood educators with varying levels of experience and education in

the field.

Key Themes

A summary of significant analytical points from the study is discussed in this section,

identifying key themes congruent with the literature review findings related to best practices and
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 16

strategies for competency-based online training. The survey areas with the highest number of

positive rankings are:

1. Most respondents agreed or strongly agreed with the value of clear goals and

objectives, the benefit of self-paced online learning, the importance of online support

and feedback, and the use of games to support learning in online professional

development.

2. A majority of respondents either agreed or strongly agreed that the use of real-world

scenarios, follow-up coaching, online professional collaboration with other ECE

professionals, and the availability of an online resource library would benefit their

professional development.

3. Most respondents agreed or strongly agreed with the use of milestones to maintain

motivation to complete the online training.

Unfortunately, the results from question number ten were difficult to compare to the

previous nine questions due to the erroneous application of a ten-point range as opposed to the

previously used five-point range.

The primary purpose of this survey was to ascertain if the suggestions for best practices

from the related literature mirrored the preferences of current and former professionals in the

field of ECE. The intention is to use that information to develop a list of successful tools and

strategies that can be applied by instructional designers to build a competency-based online

training program for worldwide employees of the Army’s Child and Youth Services program.

Overall, the survey results were consistent with the literature findings in determining the best

tools and strategies to apply when designing online competency-based training. Although the

participants' level of experience in the ECE classroom was not part of the survey, most have
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 17

earned the CDA or an undergraduate degree showing their basic understanding of the need for

professional development as an educator of young children.

Detailed Findings

The majority of survey respondents have earned a Child Development Associate

Credential (CDA). The CDA is awarded to early childhood professionals by the Council for

Professional Recognition. According to the CDA website (2019), candidates must have obtained

480 hours of experience working with young children the three years before applying for the

credential and must complete 120 clock hours of professional education. Thirty-eight of the 46

respondents, (82.6%) have earned a CDA, of the remaining eight respondents, one earned a

Psychology degree, one earned a BAS in Early Childhood, and the remaining six did not specify

an earned degree or credential, as outlined in Figure 1.

Figure 1. Results of responses to the question: Have you completed the Child
Development Associate Credential or related degree? The percentage of respondents
that hold a Child Development Associate (CDA) is represented by the blue area, and
the percentage of respondents that do not hold a CDA is represented by the red
area.

Most of the respondents supported the use of clearly stated goals and objectives in online

competency-based training. Of the 46 respondents, 45 posted a response to Question #2. The

majority of respondents (60%) strongly agreed that online training with clear goals and

objectives was a benefit, nearly half of that amount (31%) somewhat agreed. Two respondents
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 18

(4.4%) were neutral on the benefit of clear goals and objectives, trailed by another two

respondents (4.4%) that somewhat disagreed with the benefit (as described in Figure 2). There

were no responses that strongly disagreed with the benefit. One respondent commented that they

preferred a classroom setting to online training, and another added that online learning provides

flexibility.

Figure 2. Results of responses to the question: In relation to your ECE professional

development, would online training with clear goals and objectives be a benefit for
you? The scale ranges from 1 (strongly disagree) to 5 (strongly agree).

The data revealed that the majority of respondents feel that learning online at their own

pace would be a benefit to them. Thirty-one respondents (67.4%) strongly agreed that online

learning was a benefit, followed by 12 (26.1%) that somewhat agreed, and finally, three (6.5%)

were neutral on the benefit of self-paced online learning (as outlined in Figure 3). There were no

responses that somewhat disagreed or strongly disagreed. Three comments for this question

included that learning at one’s own pace would “be a great option”, another stated that online

training would be a benefit if student-instructor interaction were added to maintain motivation,

and a current distance learner shared that they prefer working at their own pace.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 19

Figure 3. Results of responses to the question: Would online training where you can
learn at your own pace be a benefit to you? The scale ranges from 1 (strongly
disagree) to 5 (strongly agree).

Next, respondents were asked to rate the importance of continuous online support and

feedback. Twenty-six of the 46 respondents (56.5 %) strongly agreed with the importance of

online support and feedback; 14 respondents (30.4%) somewhat agreed, followed by six (13%)

that gave a neutral response, as described in Figure 4. There were no somewhat disagree or

strongly disagree reactions to this question. Additional comments included that the quality of the

feedback was significant and that feedback from the professor is vital because it enhanced the

student’s understanding of the materials.

Figure 4. Results of responses to the question: Would continuous online instructor

support and feedback benefit you? The scale ranges from 1 (strongly disagree)
to 5 (strongly agree).
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 20

Respondents were asked to rate the benefit of interactive learning opportunities, such as

games, embedded within their online professional development training and the majority of

respondents agreed that their use in online training would be helpful. Twenty-eight of the 46

respondents (60.9%) strongly agreed, followed by ten (21.7%) that somewhat agreed, and the

remaining eight (17.4%) respondents gave a neutral response regarding the use of interactive

learning opportunities as part of their professional development, as described in Figure 5. There

were no somewhat disagree or strongly disagree reactions to this question. One respondent

commented that the complexity of the game would determine the value, but in general, games

would be beneficial.

Figure 5. Results of responses to the question: Would online training with

interactive learning opportunities, such as games, be helpful to you? The scale
ranges from 1 (strongly disagree) to 5 (strongly agree).

When asked if real-world scenarios describing best practices would be helpful to learners,

a significant number of respondents strongly agreed. Thirty-five respondents (76.1%) strongly

agreed, ten (21.7%) somewhat agreed, and one respondent (2.2%) strongly disagreed with the

use of real-world scenarios (Figure 6). There were no neutral or somewhat disagree responses or

additional comments added to this question.

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 21

Figure 6. Results of responses to the question: Would online training that

included real-world scenarios of best practices be helpful to you? The scale ranges
from 1 (strongly disagree) to 5 (strongly agree).

The majority of respondents strongly agreed that follow up coaching would be helpful to

their professional development. Thirty-five of the 46 responses (76.1%) strongly agreed,

followed by nine (19.6%) that somewhat agreed, and the remaining two (4.3%) were neutral on

the benefit of coaching (Figure 7). There were no somewhat disagree or strongly disagree

responses to this question. The additional comments included knowing that guidance is in place

is a comforting feeling, and coaching would be beneficial.

Figure 7. Results of responses to the question: Would follow up coaching by the

Training Specialist of experienced ECE professional be helpful to your
professional development? The scale ranges from 1 (strongly disagree)
to 5 (strongly agree).
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 22

Most respondents strongly agreed that online collaboration with other early childhood

professionals would be helpful to them. Thirty of the 46 respondents (65.2%) strongly agreed,

11 (23.9%) somewhat agreed, four (8.7%) were neutral, zero respondents somewhat disagreed

and one (2.2%) strongly disagreed that online collaboration with other early childhood

professionals would be a benefit as described in Figure 8. The one additional comment added

stated that interaction is essential when planning.

Figure 8. Results of responses to the question: Would collaborating with other

ECE professionals online be helpful to you? The scale ranges from 1 (strongly
disagree) to 5 (strongly agree).

The majority of the respondents strongly agreed that the availability of an online training

library would be beneficial to them. Thirty-two respondents (69.6%) strongly agreed, followed

by nine (19.6%) that somewhat agreed, and the remaining five respondents (10.9%) were neutral

(as seen in Figure 9). There were no somewhat disagree or strongly disagree responses to this

question. The one additional comment shared that the availability of an online resource library

would allow the user to look up topics that would personally benefit them.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 23

Figure 9. Results of responses to the question: Would access to an online training

library be helpful to you? The scale ranges from 1 (strongly disagree)
to 5 (strongly agree).

Finally, the majority of participants strongly agreed that the presence of competency-

based milestones would motivate them to complete the online training. This author erroneously

created this question on a ten-point Likert scale as opposed to the five-point scale applied to the

previous nine items (see Figure 10). An approximation of the responses follows, without the

inclusion of percentages. Thirty-three respondents either somewhat agreed or strongly agreed

with the use of milestones for motivation, followed by approximately five that were neutral, and

the remaining about eight responses either somewhat disagreed or strongly disagreed that

milestones encourage motivation. Two additional comments stated that their involvement with

online training had been enhanced by the use of video examples and hands-on experience, while

another said that knowing their mistakes before they make another is very helpful and

encouraging.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 24

Figure 10. Results of responses to the question: Would meeting competency-based

milestones motivate you to complete the training? (Ex. Passing a test before
moving on to the next section) The scale ranges from 1 (strongly disagree)
to 10 (strongly agree).

Results of the survey (Appendix A) indicate that most participants agree that the

following aspects of online competency-based learning are beneficial to their professional

development: (a) clearly stated goals and objectives; (b) self-paced learning; (c) support and

feedback; (d) interactive learning opportunities; (e) the use of real-world video scenarios; (f)

follow up coaching; (g) online professional collaboration; (h) an online resource library; and (i)

using milestones for motivation.

Discussion

Parallels Between Research and Survey Results

The following comments identify similarities between strategies found to be helpful both

in the literature review and the survey and how their application to competency-based module

development will benefit CYS training. As discovered through the literature review, the use of

specific competencies throughout the competency-based online training for CYS staff supports

learning by informing participants of expectations. The application of self-paced learning

demonstrates a learner-centered environment engaging learners in knowledge building with

ongoing instructor support and feedback. Interactive learning opportunities allow learners to
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 25

apply their knowledge using real-world scenarios before actual practice in the classroom. The

use of coaching in ECE provides an avenue of continuous support to learners after they have left

the online classroom environment, further supporting their knowledge and skill development.

The inclusion of communities of practice for continued learning helps the participants make

connections with other staff around the world, giving them opportunities to learn from one

another by sharing best practices for the classroom. Access to an online resource library

provides learners with materials to further their professional development in topics relevant to

their desired training needs. Finally, the inclusion of competency-based milestones gives

learners the motivation to continue their professional development with the support of the

instructor and coaches. The research has shown that the tools can benefit all manner of learning

environments using asynchronous or synchronous delivery, provided the instructor is present,

and the course content is well-structured.

Limitations

This author identified several limitations when researching for this study that could

benefit from future research. First, the number of survey participants (46) indicates an

insufficient sample size for gathering accurate data. This author had limited access to ECE

professionals, and perhaps an invitation to the survey sent through a professional organization

would have reached a higher number of participants. Another limitation is that the data gathered

from the questionnaire does not compare qualitative and quantitative data. The survey data

merely focused on the respondents’ personal training preferences. Thirdly, the survey did not

ask participants their level of experience with online training and the number of years teaching in

the classroom. Moreover, not every participant included comments on their responses, thus

limiting the amount of specific information related to each answer.

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 26

A further limitation to research is the lack of current data on the CBT topic and its

application to early childhood educator online training. Due to the low number of recent studies,

this author expanded the research timeframe from five years to within the last ten-years and

shifted the focus from ECE professionals to teachers in general.

Recommendations for Future Research

The current research has identified several strategies and best practices for instructional

designers. However, ongoing research would substantiate the actual benefit to Army CYS staff

when these tools are used to develop online competency-based training. Recommendations for

further research include creating a study of both a novice ECE teacher group and those that have

been in the field for over five years. The study would focus on the participants’ level of

experience with online training and how the use of best practices for competency-based learning

compare with the learning preferences of the two groups. The use of pre and post-assessments

would measure learning for each group. Future studies of post-training groups focusing on their

opinions related to the delivery of training content using the suggested best practices would

determine the actual practicality to learner’s knowledge construction. One such example of the

application of best practices would be to study the ongoing support for classroom teachers in the

form of virtual coaching. A study conducted by Rock, Zigmond, Gregg, and Gable (2011) of

bug-in-ear technology showed that real-time virtual coaching involving a middle school

language arts teacher and the assigned coach was an effective method of delivering personalized

feedback on pre-designated goals for each coaching session. The study implemented the use of a

webcam for observation and a Bluetooth earpiece for one-way communication from the coach to

the teacher. According to the data gathered from the virtual coaching study, the teacher’s

instructional effectiveness showed improvement after participation in the coaching sessions. The
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 27

recommendation for further research, focusing on pre-school teachers, will potentially show the

parallel effects of virtual coaching for that particular teaching group.

Tools and Strategies for a Successful CYS Training Program

This compilation of tools and strategies, derived from research conducted within the last ten

years and the survey developed by this author, will support the instructional designer with the

development of successful online competency-based training programs for the Army Child and

Youth Services organization:

 Assess previous experience to determine skill gaps

 Incorporate a variety of technology to deliver content in support of learners’ varying

ways of learning

 Scaffold learning by building upon what learners already know (i.e., experience and

previous training)

 Outline specific module competencies to guide learning

 Align module objectives with job duties

 Designate competency-based milestones for each module to encourage motivation

 Utilize assessments to check for knowledge and areas of weakness to be addressed before

progressing to the next level

 Utilize individualized training plans for each learner

 Include real-world interactive content within modules so learners can apply/practice what

they have learned so far

 Incorporate online communities of practice with peers, providing learners with the

opportunity to make professional connections with other CYS staff and encouraging them

to share best classroom practices; access should go beyond module completion

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 28

 Provide continuous individualized feedback and support as learners process through

module completion

 Incorporate access to an online training library for additional professional resources

 Provide for ongoing in-person classroom coaching

 Develop a learner-centered environment by providing self-paced online learning

opportunities

Conclusion
An online competency-based program will ensure that all Army Child and Youth

Services employees are receiving high-quality, consistent training. The evidence from research

and the survey of ECE professionals has been compiled in this paper to answer the question,

“Which tools and strategies would effective instructional designers use to develop successful

online competency-based training programs in the Army Child and Youth Services

organization?”. A list of successfully used tools and strategies for instructional designers has

been developed by gathering information from the review of peer-reviewed literature published

within the last ten years focused on competency-based learning in professional teaching

environments in conjunction with results from the survey completed by 46 current and former

early childhood educators.

The identification and application of the best strategies and tools for competency-based

training ensures that the learner is fully prepared and can demonstrate the required skills before

moving on to the next level of training. Applying the best practices with the support and

knowledge of the CYS executive-level organizational leaders and site-level Training Specialists

will allow classroom staff to continue their professional development by scaffolding their

learning and practicing skills in a virtual environment before being placed in a classroom.
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 29

References
Boahin, P., Eggink, J., & Hofman, A. (2014). Competency-based training in international

perspective: Comparing the implementation processes towards the achievement of

employability. Journal of Curriculum Studies, 46(6), 839–858. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ

1046264&site=eds-live&scope=site

Butrymowicz, S.& Mader, J. (2016). How the military created the best child-care system in the

nation. Retrieved from https://hechingerreport.org/how-the-military-created-the-best-

child-care-system-in-the-nation/

Castillo Retamal, F., Bassoli de Oliveira, A., Souza de Carvalho, R., Castillo-Retamal, M., &

Faúndez-Casanova, C. (2018). Competency-based physical education teacher training:

The case of a Chilean university. Revista Da Educação Física, (1). Retrieved from

https://doi-org.ezproxy.umuc.edu/10.4025/jphyseduc.v30i1.3003

Clayton, B., Guthrie, H., Every, P., Harding, R., & National Centre for Vocational Education

Research. (2015). Competency progression and completion: How is the policy being

enacted in three trades? Research Report. National Centre for Vocational Education

Research (NCVER). National Centre for Vocational Education Research (NCVER).

Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

560601&site=eds-live&scope=site

Council for Professional Recognition. (2019). CDA credentialing program FAQs. Retrieved

from https://www.cdacouncil.org/credentials/faqs/apply-for-cda-faqs
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 30

Cyndis, S. (2014). Fostering competencies in future teachers: A competency-based approach to

teacher education. Creative Education, 5, 1148-1159. Retrieved from

http://www.scirp.org/journal/paperinformation.aspx?paperid=47801

Egbert, J. L., & Shahrokini, S. A. (2019). Balancing old and new: Integrating competency-based

learning into CALL teacher education. JALT CALL Journal, 15(1), 3–18. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ

1221007&site=eds-live&scope=site

Emerson, L., & Berge, Z. (2018). Microlearning: Knowledge management applications and

competency-based training in the workplace. Knowledge Management & E-Learning: An

International Journal, 2, 125. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=edsdoj&AN=

edsdoj.8793b57070bd45918c6e0875f40ced31&site=eds-live&scope=site

Food and Agriculture Organization of the United Nations. (2011). E-learning methodologies-A

guide for designing and developing e-learning courses. Retrieved from

http://www.fao.org/3/i2516e/i2516e.pdf

Francis, A. T. (2017). Reforming only half: A study of practice-based teacher education in

traditional field placements. Mid-Western Educational Researcher, 29(3), 235–260.

Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ

1156750&site=eds-live&scope=site

Haddouchane, Z. A., Bakkali, S., Ajana, S., & Gassemi, K. (2017). The application of the

competency-based approach to assess the training and employment adequacy problem.

International Journal of Education, 5(1), 1-18. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.5121/ije.2017.5101
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 31

Hamilton, N., & Schaefer, S. (2016). What legal education can learn from medical education

about competency-based learning outcomes, including those related to professional

formation and professionalism. Georgetown Journal of Legal Ethics, (2), 399.

Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=edsgao&AN=

edsgcl.481244354&site=eds-live&scope=site

Hannaway, D., Govender, P., Marais, P., & Meier, C. (2019). Growing early childhood

education teachers in rural areas. African Education Review, 16(3), 36-53. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.1080/18146627.2018.1445974

Hargreaves, J., Blomberg, D., & National Centre for Vocational Education Research.

(2015). Adult Trade Apprentices: Exploring the Significance of Recognition of Prior

Learning and Skill Sets for Earlier Completion. Research Report. National Centre for

Vocational Education Research (NCVER). Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

560578&site=eds-live&scope=site

Hudson, E. (2018). How to design a competency-based assessment. Retrieved from

https://medium.com/@ejhudson/how-to-design-a-competency-based-assessment-

39f312235bde

Jamil, M. G. (2018). Technology-enhanced teacher development in rural Bangladesh: A critical

realist evaluation of the context. Evaluation and Program Planning, 69, 1–9. Retrieved

from https://doi-org.ezproxy.umuc.edu/10.1016/j.evalprogplan.2018.04.002

Jobs for the Future. (2016). Expanding Competency-Based Education for All Learners. Jobs for

the Future. Jobs for the Future. 1-12. Retrieved from

ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 32

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

593365&site=eds-live&scope=site

Kamarck, K. N. (2018). Military child development program: Background and issues.

Congressional Research Service Report (Publication No. 7-5700). Retrieved from

https://fas.org/sgp/crs/natsec/R45288.pdf

Kim, E. & Corcoran, R. P. (2017). How engaged are pre-service teachers in the United States?

Teaching and Teacher Education, 66, 12-23. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.1016/j.tate.2017.03.020

Malik, M.N., Soenarto, S., & Sudarsono, F. (2018). The competency-based training model for

vocational high school teachers from electrical expertise programs. Jurnal Pendidikan

Vokasi, (3), 313. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.21831/jpv.v8i3.19877

Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing

professional learning in initial teacher education. Computers & Education, 54(3), 742–

748. Retrieved from https://doi-org.ezproxy.umuc.edu/10.1016/j.compedu.2009.09.011

Melvin, E. (2018). Getting started with competency-based training (CBT). Retrieved from

https://elearningindustry.com/competency-based-training-cbt-getting-started

Misko, J., Korbel, P. (2019). Do course durations matter to training quality and outcomes?

Research Report. National Centre for Vocational Education Research (NCVER),

Australia. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

596469&site=eds-live&scope=site

Nissilä, S.P., Karjalainen, A., Koukkari, M., & Kepanen, P. (2015). Towards competence-based

practices in vocational education -- what will the process require from teacher education
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 33

and teacher identities? Center for Educational Policy Studies Journal, 5(2), 13–34.

Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ

1128910&site=eds-live&scope=site

Pappas, C. (2017, November 7). Nine tips to develop competency-based online learning. [Blog

post]. Retrieved from https://blog.matrixlms.com/9-tips-develop-competency-based-

online-training/

Patrick, S., Worthen, M., Frost, D. (2018). State Strategies to Develop Teacher Capacity for

Personalized, Competency-Based Learning. Issue Brief. iNACOL. iNACOL. Retrieved

from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

588371&site=eds-live&scope=site

Priddis, L. E., Matacz, R., & Weatherston, D. (2015). Building a workforce competency-based

training program in infant/early childhood mental health. Infant Mental Health

Journal, 36(6), 623–631. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.1002/imhj.21535

Rock, M. L., Zigmond, N.P., Gregg, M., & Gable, R. A. (2011). The power of virtual coaching.

Coaching: The New Leadership Skill, 69(2), 42-48. Retrieved from

http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/The-Power-

of-Virtual-Coaching.aspx

Rothwell, W. J., & Graber, J. M. (2010). Competency-based training basics. Alexandria, VA:

American Society for Training & Development. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=nlebk&AN=5

16839&site=eds-live&scope=site
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 34

Saini, C. & Abraham, J. (2019). Implementing Facebook-based instructional approach in pre-

service teacher education: An empirical investigation. Computers and Education, 128,

243-255. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.1016/j.compedu.2018.09.025

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-

based self-coaching versus on-site expert coaching. Professional Development in

Education, 41(2), 290-309. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=ED

581406&site=eds-live&scope=site

Tolliver, D. E., Martin, A., & Salome, N. (2018). Competency-based education, lifelong

learning, and adult students: Insights from international partnerships between East Africa,

Southern Africa, and USA-based institutions of higher education. Journal of Pan African

Studies, (1), 123. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=edsglr&AN=

edsgcl.559893748&site=eds-live&scope=site

Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what

matters in the training of pre-service teacher’s ICT competencies. Computers &

Education, 122, 32–42. Retrieved from

https://doi-org.ezproxy.umuc.edu/10.1016/j.compedu.2018.03.002

U. S. Department of the Army. (2017). Child Development Services: Army regulation 608-10.

Retrieved from

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3218_AR608-

10_Web_FINAL.pdf
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 35

Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling

21st-century skills with preservice teachers. Teacher Education Quarterly, 44(4), 27–50.

Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=edsjsr&AN=e

dsjsr.90014088&site=eds-live&scope=site

Wilczynski, S. M., Labrie, A., Baloski, A., Kaake, A., Marchi, N., & Zoder, M. K. (2017). Web-

Based Teacher Training and Coaching/Feedback: A Case Study. Psychology in the

Schools, 54(4), 433–445. Retrieved from

http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ

1132764&site=eds-live&scope=site

Zdenka, G., Viera, J., Dagmar, M., & Anna, T. (2019). Teacher competences development - A

guarantee of sustainable high level of education and training. TEM Journal, 8(3), 1063–

1070. Retrieved from https://doi-org.ezproxy.umuc.edu/10.18421/TEM83-52

Zero to Three. (2019). Professional development and workforce innovations. Retrieved from

https://www.zerotothree.org/resources/services/professional-development-and-

workforce-innovations
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 36

Appendix A
Online Training Needs Survey
Hello, and thank you for taking the time to help me with this project. First off, this is an
anonymous survey. I will apply the data to research for a project for the University of Maryland
Global Campus capstone Portfolio and Research Project in Distance Education and E-Learning
course. Your feedback will help me develop a proposed (make-believe) plan to improve
competency-based training for Army Child and Youth Services employees.
Please feel free to add any additional comments in the designated areas. Thank you! Maryann

* Required

1. Have you completed the Child Development Associate Credential or related degree? *
Yes
No
Additional comments:
______________________________________________________________________

2. In relation to your ECE (Early Childhood Education) professional development, would online
training with clear goals and objectives be a benefit to you? *
Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

3. Would online training where you can learn at your own pace be a benefit to you? *
Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

4. Would continuous online instructor support and feedback benefit you? *

Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 37

5. Would online training with interactive learning opportunities, such as games, be helpful to
you? *
Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

6. Would online training that included real-world video scenarios of best practices be helpful to
you? *
Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

7. Would follow up coaching by the Training Specialist or experienced ECE professional be

helpful to your professional development? *
Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

8. Would collaborating with other ECE professionals online be helpful to you? *

Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________

9. Would access to an online training library be helpful to you? *

Strongly Somewhat Neutral Somewhat Strongly Agree
Disagree Disagree Agree
1 2 3 4 5
Additional comments:
______________________________________________________________________
ESSENTIAL TOOLS FOR ARMY CHILD AND YOUTH
SERVICES 38

10. Would meeting competency-based milestones motivate you to complete the training? (Ex.
passing a test before moving on to the next section) *
1 2 3 4 5 6 7 8 9 10
Additional comments:
______________________________________________________________________