Competency framework

Learning Quality Management Competency Framework

Public Draft v0.1 · Last updated 08/31/2026

The Learning Quality Management Competency Framework defines the knowledge and skills associated with this emerging professional specialty.

Knowledge: What practitioners need to understand.
Skills: What practitioners need to be able to do.

The framework assumes prior professional L&D experience.

See how these competencies come together in a role: Sample job description for a Learning Quality Management Process Lead

Practice challenge Sample job description Compare domains Glossary Print

Domain 2

System Enablement and People Support

Help People Use It

Focuses on preparing and supporting the people who work within the quality management system. Practitioners translate requirements into usable guidance, resources, training, consultation, and support so people can understand and meet quality expectations.

Review this domain

Knowledge section5 statements

2.1
Knowledge of the roles and responsibilities of individuals who participate in a , including designers, developers, reviewers, testers, , , project managers, and L&D leaders.
2.2
Knowledge of principles and practices for supporting practitioner performance, including , , examples, guidance, and access to expert assistance.
2.3
Knowledge of communication strategies appropriate for explaining quality requirements, , decisions, and changes to different audiences.
2.4
Knowledge of change and principles relevant to helping people begin using new or revised quality , , resources, and tools.
2.5
Knowledge of common barriers to and , including unclear expectations, insufficient capability, limited resources, competing priorities, process complexity, and lack of organizational support.

Skills section10 statements

2.6
Skill in translating quality and into practical guidance that practitioners can understand and apply.
2.7
Skill in developing and maintaining support resources such as , examples, FAQs, tutorials, templates, and knowledge-base content.
2.8
Skill in preparing and delivering training, orientation, or other learning experiences that enable people to work effectively within the .
2.9
Skill in providing consultation and guidance to practitioners who have questions about quality requirements or .
2.10
Skill in identifying likely barriers to successful use of the , including gaps in knowledge, skill, expectations, process design, resources, or organizational support.
2.11
Skill in helping practitioners interpret and apply quality without unnecessarily prescribing a single design solution.
2.12
Skill in facilitating quality-related discussions among practitioners, reviewers, , , and leaders.
2.13
Skill in communicating quality-related feedback in a manner that is specific, actionable, , and connected to established expectations.
2.14
Skill in developing or coordinating appropriate responses to barriers that prevent effective use of the .
2.15
Skill in supporting practitioner of new or revised quality , , resources, and tools.

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