The International Board of Standards for Training, Performance and Instruction ( ibstpi®) is a not-for-profit corporation that provides leadership to the community by setting the standards. The Board is composed of up to fifteen professionals of the highest repute in their respective fields of expertise who spearhead the research & development of standards, competencies, products and services. They are selected to broadly represent the constituencies that they serve. Directors of the Board represent universities, government departments, businesses and consultancies directed at the charge of the organization.

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In recent years the Board has begun to expand its focus on the international aspect of its name and mission, with directors from Australia, Canada, Chile, France, India, Israel, Japan, Spain and The United States of America.

ibstpi® is primarily involved in research and development activities that lead to the development of standards in the areas of training, performance and instruction. ibstpi® develops, validates, publishes and disseminates the standards, competencies and performance statements for several areas including instructors, training managers, instructional designers and evaluators. ibstpi® spearheads development of standards in emerging areas of human learning & performance. ibstpi® interfaces with industries and academia to usher in standards for practices in training, performance and instruction.

ibstpi® also examines training programs and their associated content to provide a designation known as RiM (“Recognized ibstpi® Materials”) to training programs that have been based on the ibstpi® standards. ibstpi® has long been known and recognized for their various sets of competencies and performance statements.

ibstpi® also consults and conducts workshops/conferences/webinars/forums to help organizations including schools, universities, government agencies, business and training institutions improve learning and performance.

What We Do

The International Board of Standards for Training, Performance and Instruction ( ibstpi®) is a not-for-profit corporation that provides leadership to  communities of professionals by researching and setting  standards of performance. The Board is composed of up to fifteen professionals of the highest repute in their respective fields of expertise who spearhead the research & development of standards, competencies, products and services. They are selected to broadly represent the constituencies that they serve. The current Directors of the Board represent universities, government departments, businesses and consultancies which are engaged in work aligned with the targeted areas.

The Board is truly international as depicted in its name and mission, with current directors from Australia, Chile, China, Israel, Japan, Malaysia, Portugal, South Africa and The United States of America.  Previous Directors have served from Canada, France, India and Spain.

ibstpi® is primarily involved in research and development activities that lead to the development of standards in the areas of training, performance and instruction.

ibstpi® develops, validates, publishes and disseminates the standards, competencies and performance statements for several areas including online learners, instructional designers, evaluators, instructors and training managers. ibstpi® spearheads development of standards in emerging areas of human learning & performance. ibstpi® interfaces with industries and academia to usher in standards for practices in training, performance and instruction.

ibstpi® also consults and conducts workshops/conferences/webinars/forums to help organizations including schools, universities, government agencies, business and training institutions improve learning and performance.

Vision, Mision, Values and Guiding Principles

ibstpi® Vision

To be the leader in setting international standards in the areas of training, instruction, learning and performance improvement.

ibstpi® Mission

We develop, validate and promote implementation of international standards to advance training, instruction, learning and performance improvement for individuals and organizations.

Values

The ibstpi® core values direct and inform strategy, tactics, operations and evolution of the Board.

• Integrity – The board’s values, processes and recommendations are in harmony with each other.

• Commitment to excellence – The board commits to meeting the highest standards of quality, exceeding the expectations of its stakeholders.

• Ethical practice – The board’s processes and decisions are carried out with consideration and respect for other people and organizations.

• Diverse perspectives – The board improves its products and processes by seeking out and encouraging a variety of views and opinions.

• Collaboration – The work of the board will be better and its products of greater value if its processes draw on the best that each individual has to offer.

Guiding Principles

These principles direct the board’s practices.

• Leadership by example – The board and each of its members operate by the standards they espouse for others.

• Evidence-based decision-making – Make rational decisions based on reliable data and consistent processes.

• Collaborative development and implementation – Practices emerge from discussion, cooperation and a variety of viewpoints.

• Global influence and relevance – Standards reach beyond national and cultural boundaries.

• Continuous improvement – Products and processes, no matter how good they are, can always be made better.

• Board continuity – The board respects and acknowledges the work of previous board members to inform current and emerging practice.

• Service to the profession – The board supports and mentors organizations and individuals to foster implementation of standards

Milestones

Milestones

The International Board of Standards for Training, Performance and Instruction (ibstpi®) celebrated its 35th anniversary in 2012. It grew out of the Joint Certification Task Force, which was established in 1977. This task force was composed of more than 30 practitioners and academics with expertise in training, performance and instruction, all of whom were actively involved in the Association for Educational Communications and Technology and/or the National Society for Performance and Instruction (now the International Society for Performance Improvement), the organizations that sponsored the task force.

In 1983 the Board reorganized itself as the ibstpi® Board, in order to avoid conflicts of interest with its parent organizations; shortly afterwards the Board became a not-for-profit corporation.

The Board meets monthly by conference call and twice a year in various locations, one of which is outside the US.

How we do it

The value is in the process

ibstpi® defines a competency as:…an integrated set of skills, knowledge, and attitudes that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment. The ibstpi® competencies are statements of behavior – not personality traits or beliefs, but they do often reflect attitudes. ibstpi® competencies are correlated with performance on a job and are typically measured against commonly accepted standards. Moreover, there is an implication that the ibstpi® competencies can be developed through training.

The development of all ibstpi® competency sets follow a rigorous research process. We are driven by quality, by data, by multinational representation and by a genuine desire to influence the practice of learning professionals and the impact they have in the organizations they serve.

The ibstpi Competency Development Model include the following phases:

  1. Preliminary analysis of job roles.
  2. Identification of foundational research.
  3. Competency drafting by Directors and additional experts
  4. Validation study design, including voluntarily submitting all research methods and results to Institutional Research Boards at major US-based universities.
  5. Translation of research instruments in multiple languages and implementation worldwide with working professionals.
  6. Data analysis.
  7. Competency validation and rewriting based on data from survey and input from additional experts.
  8. Final competencies and performance statements published, along with data, interpretations and commentaries.
  9. Competency set made available to practitioners, researchers and organizations.