We previously wrote about the learning program developed for environmental analysts at the Dutch police, and how we applied the principles of competency-based learning to enhance its impact. In the meantime, a second group of professionals has completed the program.
One of the advantages of competency-based learning is that it allows you to make targeted adjustments to the curriculum, which is exactly what we did between learning programs 1 and 2. Below is a comparison of the results of both programs:
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From various assessments conducted before and after the first program, it became clear that all participants had made significant progress. On average, we observed a perceived learning gain (self-reported increase in competence) of 32%. Because we had a good understanding of where learning outcomes were below expectations, we were able to implement targeted improvements. This resulted in an average increase of 41% after learning program 2. The program thus appears to have become more effective: participants reported greater progress than in the first iteration, despite starting from the same baseline.
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Even before developing the learning program, we created a competency matrix containing no fewer than 79 individual competency elements. Not all competencies were included in the formal curriculum; some (such as knowledge of emergency planning or the Dutch political landscape) are expected to be acquired through other means. After learning program1, participants reached the desired level on 81% of all competencies and 87% of the explicitly taught elements. After learning program2, these figures rose to 83% and 92%, respectively. This, too, indicates a more effective program.
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The first learning program focused primarily on the development of practical skills, an area that is often less effectively addressed in traditional training. At the same time, new knowledge was also delivered. Attitude showed the least progress. This could be because participants already had a strong attitude from the start, or because those competencies were addressed less explicitly. This trend continued in learning program 2: participants reported having primarily developed skills, followed by knowledge, and then attitude.
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Participants who were the least competent at the start of the program reported the greatest learning gains. This is to be expected, but it remains a challenge to stimulate both beginners and experienced analysts without losing one group or the other. After learning program 2, participants with no prior experience in crisis communication reported a 48% increase in perceived learning gain. Among experienced colleagues, this was 38%. After learning program 1, these figures were 51% and 19%, respectively. The higher the perceived starting competence, the lower the learning gain tends to be (and vice versa). This trend was confirmed in learning program 2. At the same time, the gap between beginners and more advanced participants appears smaller than in the first iteration, suggesting that the more experienced participants were better engaged this time around.
We are proud to look back on the pleasant collaboration with the Dutch police and are grateful to them for the opportunity to demonstrate the power of competence-based learning. We are now handing over the learning program to them and wish the organisation much learning pleasure!
