Transcript Document

CORE Competencies:
From Badges to Credit
November 14, 2014
CAEL 2014 International Conference
Dr. Charla Long
Dean
Dr. Nina Morel
Associate Dean
Employers Seeking Solutions
 Spend $126 billion on T&D or $1,200 per
employee
 Another $20 billion on tuition reimbursement
 Yet, employers report dissatisfaction
 Only 7% believe higher education does “excellent”
job in preparing students for the workplace
 84% say “underprepared” for the workplace
What are Competencies?
Knowledge
Skills
Ability
Attitude
Every workplace role is, at the simplest level,
a collection of competencies.
 Every role has a unique competency combination.
 Every role requires different levels of competence.
Focus is on what’s needed to be successful in that role.
All Started in the Workplace
How are Competencies Used in
Workplace?
Competencies
Talent Capability
Dashboard
Performance
Reviews
Talent Profiles &
Searches
Training &
Development
Talent Reviews &
Succession Plans
Competency Modeling
 Unifying framework for all HR practices
 Common language across varied functional
and technical roles/silos
 Drive organizational change
Can you see why a competency-based education
program would be attractive to employers?
Competency Levels of Mastery
 Not every role needs every competency;
 Different roles may require differing levels of
proficiency within a particular competency;
 Performance indicators suggest behaviors
for each level; and
 Competence can be mapped against a
employee pipeline.
Pipeline
Equivalent
Proficiency
Level
Description of Competency Proficiency
Strategic
Leader
4
Master/Guru
Demonstrates mastery of competency and is
capable of mentoring & coaching others in its
application.
Functional
Manager
3
Exceptional/Exp
ert
Demonstrates expert application of competency and
is capable of coaching others in its application.
First Level
Supervisor
2
Accomplished
Practitioner
Demonstrates advanced competence and is
capable of modeling this competency for others.
Individual
Contributor
1
Basic/Elementa
ry
Possesses the fundamental knowledge, skills, and
motivations needed for this competency, can
consistently apply this competency.
0
Inadequate
Falls short of the knowledge, skills, and motivations
needed in this competency for role. Development is
needed to reach required standard.
Polaris Competency Model
 41 Key Competencies
 Includes expandable competencies like Functional/Technical
Expertise, Organization Knowledge, Industry Knowledge,
Technology Savvy
 7 Categories
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Communication
Conceptual
Contextual
Interpersonal
Leadership
Management
Personal
Competency Card Sort
 Think about your assigned position
then sort cards into one of three
piles:
 Absolutely Must Possess
 Nice to Have – Not Critical
 Not Important for The Role
 10 minutes to complete
The Lipscomb Model
Assessment in
Behavioral
Assessment Center
Personalized
Development Plan
Students identify areas
of strength and areas of
development
Students meet with a
success coach to
determine a
personalized plan
Students work with a
coach to develop
competencies
Students may earn up
to 15 badges in
industry-valued
competencies
The plan may include
both traditional college
courses and
competency
development courses
Students use
competency
development learning
apps in Fidelis Learning
Relationship System
Students may transcript
up to 30 hours of
college credit
Competency
Development
Courses
Students are
reassessed and may
earn badges for the
competencies they have
developed.
How Assessment Process Works
 Process not a physical space
 Recreates work environment with exercises,
simulations, and role plays
 Typically 6 participants, 3 trained assessors
and an administrator
 Behaviors are recorded and rated against
pre-determined criteria
 Trained assessors must agree on final rating
Big Six Leadership Competencies
CORE Assessments are…
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Objective and consistent;
Relevant and job related;
Precise and in-depth;
Valid and highly reliable;
Fair and provides opportunities to
demonstrate skills; and
 Supportive of diversity.
Assessment Center Feedback
 One-on-one capstone
session
 Experienced staff member
 Individual feedback on
performance
 Award electronic
credential badges
 Offer 164 different e-credential
badges
 Countless number of badges
can be created
 Badges tied to competencybased modules
E-Credential Badges
Badging Ecosystem Empowers
Learners
 Don’t have to be degree seekers
 Purchase one module and earn a badge
 Infrastructure to reinforce additional module
purchases and to increase badges acquired
 Currently offer 164 different badges with
more being added every day
 Badge value (in terms of credit) varies
Personalized Development Plan
 Know their strengths and competency gaps
 Create strategy for achieving desired level
of competence
 Pursue credit or credential
 Undergraduate or graduate degree or certificate
 Acquisition of e-credential badges
Development Courses
 Designed to help learner develop in the
competency.
 Consists of:
1. Online self-paced learning module
2. Independent and small group meetings (face to
face or virtually) with a competency coach
What is a Competency Coach?
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Faculty with specialized training
Thinking partner
Helps student set goals
Holds students to plan
Listens
Asks thought provoking questions
Gives reflective feedback
Points to resources
Competency Coaches
Coach does not assess
Assessment is done by a centralized team in
the center.
Coach does not set deadlines.
Learner is in charge and is allowed to set the
pace.
Coach does not give
assignments.
Coach helps learner choose assignments from a
provided toolbox to develop competency.
Coach does not assign grades.
Learner passes when she successfully
demonstrates the competency.
How do we assure
quality and extent of learning?
 Articulate what students need to be able to
know and demonstrate.
 Assess (with consistent, valid and reliable
instrument) students’ current levels of
knowledge, skill, attitudes.
 Develop knowledge, skills and attitudes.
 Reassess with consistent, valid and reliable
instrument.
There’s a world of…
Considerations for Your Institution
 What is your faculty buy-in?
 What leadership support is given from
President/Chancellor, Provost, and Board?
 What are your resources?
 What is your timeline?
 Will the past predict the future?
 Institutional culture for change, practices for
assessment, history with new initiatives, need or
hunger for newness
More Considerations
 Credit-hour vs. Direct assessment
 Deconstruct/Reconstruct vs. Original
Framework
 DQP, AAC&U LEAP Essential Learning Outcomes
 Educational journey
 Mobile/Technology, flexible options, scaffolded or
choice of sequences?
 Curriculum
 Traditional Design or Backward Design
The College of
Professional Studies
Contact Us:
Dr. Charla Long
Phone: 615-517-1256
Dr. Nina Morel
Phone: 615-966-1105