Building Competence and Confidence in Credentialing

The purpose of most credentialing programs is to advance the credibility of a profession by either assisting individuals in acquiring the competencies required or assessing and recognizing whether an individual has met a pre-determined level of mastery. Many in the credentialing space focus primarily on the assessment of individuals, which has very clear parameters for how tests are developed, administered and evaluated.

Credentialing programs also have a vested interest in supporting sustained performance of those who are credentialed, often through recertification policies that focus on learning and continuing education experiences. Assessment-based certificates also help professionals acquire the knowledge and skills needed to demonstrate mastery.  In many cases, those experiences happen through workplace or other professional development experiences but more and more credentialing programs are getting into the professional development space. Just like test development, the design and development of learning for adults have their own set of very clear parameters grounded in sound instructional design.

Considering learning theories when designing programs in credentialing can create more effective outcomes because they take into consideration how adults learn best. Identifying characteristics of the field to be credentialed and selecting appropriate methods to create effective, targeted programming that meets the needs of the field can result in more credible credentials. Leaning into adult learning principles, like the Allen Behavioral Change Model, can transform your credentialing program.

A Foundation for Lasting Performance

The Allen Behavioral Change Model (ABCm), developed through extensive research and practical application with leading experts from the Mayo Clinic[1], recognizes that behavior change is inherently difficult, even when benefits are clear.

Unlike other behavior change models focused solely on rational persuasion, ABCm emphasizes emotional engagement guiding individuals through stages from stasis — a secure but limiting comfort zone — to commit adoption of new behaviors encouraged with social support.

At its core, ABCm integrates the 3Ms framework, creating learning experiences that are:

1. Meaningful — relevant to the learner
2. Memorable — retained over time
3. Motivational — inspiring action

This is achieved through techniques like incremental spacing of practice and Context-Challenge-Activity-Feedback (CCAF) interactions, which simulate authentic scenarios. In credentialing — where recertification demands sustained performance — ABCm offers a structured yet adaptive path to transform knowledge into habitual, confident application.

The Power of Spaced Practice in Building Retention and Confidence

Spaced practice — distributing learning and reinforcement over time — promotes mastery rather than fleeting awareness. Extensive research, including Dr. Thalheimer  Spacing Learning Events Over Time[2] shows that revisiting skills periodically enhances retention and behavioral transfer far beyond "one-and-done" sessions. This aligns with creating new experiences that reshape learners’ beliefs, where actions stem from beliefs formed by repeated, positive encounters.

An assessment-based certificate program being used as a continuing education requirement for maintaining certification might use digital modules spaced over weeks, with simulations reinforcing key competencies. Spaced simulations are not only great for combating knowledge atrophy but also improving the adherence to new performance standards.

Whereas certification tends to lean toward a binary result —  right versus wrong, pass versus fail — this type of learning environment allows learners to fail safely, where they can learn from mistakes and continue to build their situational awareness on how to apply what they are learning in real-world contexts. After all, knowing why something is wrong reinforces why something is right.

Authentic Learning Scenarios: Simulating Real-World Application

Learning must be authentic and embed skills in relevant contexts to foster competence for each learner. When designing learning experiences, participants should encounter realistic challenges, take actions and receive intrinsic feedback showing consequences — creating experiences that form new beliefs and motivate change.

To enhance a credential’s value, authentic scenarios are vital. For example, a healthcare credential might simulate patient interactions, allowing learners to practice decision-making with spaced reinforcements. This not only builds skills but also confidence, as these motivational elements encourage exploration without judgment. Festinger’s cognitive dissonance theory[3] supports this: “authentic experiences align beliefs with actions, reducing resistance [to change].” Further, digital platforms offer individualized paths that allow learners to skip content already mastered and which adapt to the learners’ progress.

Combating Change Resistance in Credentialing Programs

To integrate spaced practice and authentic scenarios, credentialing organizations can follow these steps:

1. Design backward from desired outcomes — Begin with the end in mind. What is the desired change and how would learners successfully demonstrate that change?

2. Reduce resistance with spaced delivery — Create education/training as short, distributed sessions — e.g., 30-minute modules over weeks — rather than intensive learning events. This eases scheduling, builds buy-in and keeps learners engaged without overwhelming them.

3. Challenge awareness-only goals — Move beyond knowledge sharing to practice and ongoing motivation. Incorporate spaced, authentic challenges that build confidence through behavioral change by designing learning experiences that are meaningful, memorable and motivational.

By adopting these techniques, credentialing bodies can transform training into a competitive advantage while empowering professionals in demonstrating ongoing competency.