PPTX - IACBE
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Transcript PPTX - IACBE
Lynda Fuller
Don Durandetta
Wilmington University
Topics
Why competency based learning?
Why the Human Resource Management Program?
Steps in the process
Administrative Issues
Challenges
Background
Private, non-profit university
18,000 students; six academic colleges
Mission: provide opportunities to underserved
Business model
College of Business—ca. 5,000 students
Traditional credit-hour system
120-credit programs
About 40 courses (3-credits)
Background
Active online programs
Experiential learning initiative
Internships
Cooperative education
Develop “tracks” in selected programs
Select courses to be offered in co-op modality
College of Online and Experiential Learning
Background
Council for Adult and Experiential Learning
(CAEL)
Interest in Competency Based Learning
Southern New Hampshire University
Western Governors University
DePaul University New School for Learning
Background
Started to look at two programs
College of Technology—Information Systems
College of Business—Human Resource Management
Developed some assumptions and guidelines
Communication with faculty senate
Background
Assumptions and guidelines
Track within a program
Equivalent to current “120-credit” programs
Compatible with student needs
Financial aid and tuition reimbursement
Recognizable transcript formats
Fit adult learner model
Compatible with university systems
What is a Competency?
Learning outcomes
Knowledge, skills and abilities (Ewell, 2001)
Competency
Higher categorical level than learning outcomes
Combination of knowledge, skills, and abilities
Application of knowledge, skills and abilities in a variety
of ways…situations
Clearly defined and objectively measured
Mastering a Competency
Prior learning
Formal or informal
CLEP / DANTES
Certifications
Self-study
Experiential Learning
Career/professional experiences
Military service
Co-ops, internships
Traditional courses
Measuring Competencies
Verifiable rigorous assessments
Multiple assessments per competency
Knowledge, facts, theory
Skills and abilities
Portfolio of approach to mastery of competencies
Comprehensive program examination
General Concept
Current
Program
Courses
(goals and
learning
objectives)
Dissect
Define
Program
Competencies
and
Assessments
Reassemble
Program
Course
Credits
To
Generate
A
“Typical”
Program
Transcript
Middle States Pilot
Detailed instructions
Key inputs requested
Description, population served, need
Administration, resources
Student assistance to master competencies
Quality assurance
Equivalency to current credit hour programs
Why Human Resource Management?
Society of Human Resource Management
Competency based guidelines
Nine broad areas of competencies
Well defined and structured
Current program aligned with SHRM
Current HRM Program Outline
Program is 120 credit hours
General education
39 credits
General business core
33
“
HRM program core
33
“
Business electives
9
“
Free electives
6
“
HRM Core Competencies
Started with SHRM nine competencies
Identified key learning outcomes in each
Compared to current program goals
Added competencies or reduced redundancies
Defined 28 HRM program competencies
Assessments
Mapped these back to current courses
Business Core Competencies
Business core contains fundamental courses
Eleven course (33 credits)
Major disciplines represented
Competencies
Reevaluated what was “needed to know”
Reduced redundancies and streamlined
About four per course
Assessments
Map to courses
General Education Competencies
Graduation competencies
Start with University values
Relate values to University graduation competencies
Align with more specific performance competencies
Develop learning activities/objectives
Develop appropriate assessments
Competencies align with any program
Same general education requirements for most degrees
Some programs has special needs (i.e. math)
Population served & Needs
Population of adult learners
Experience in business organizations
Experience in HR field
Have prior learning
Population needs
Smooth path to degree
Efficient use of time
Credit recognition of organizational experiences
Credit for prior learning
Administration and Resources
Student program advising
Evaluate incoming student inventory of knowledge,
skills and abilities
Map efficient path to degree
Competencies to challenge upon entry
Plan to master other competencies
Maintain map of competencies mastered
Competency Map
Project
Management
Supervisory
Mgt.
Finance
Principals
of Mgt.
Cost
Accounting
International
HR
Salary &
Benefits
Strategic
HR
Organizational
Behavior
HR Law
Organizational
Development
Marketing
Competency Planning Map
Certification
PLA
Prof exp
Co-op
Course
Co-op
Self-study
Course
Learning unit
Learning unit
CLEP
Self-study
Role of Faculty
Advisor
Works closely with the advising support
Academic support for competency maps
Academic facilitator
Helps develop competency assessments
Grades competency assessments
Helps guide students toward competency mastery
Suggests/provides resources
Develops supplementary learning units
Instruction as needed
Quality assurance
Outcomes assessment process
Develop OA process for competency program
Keep as close to current OA process as possible
Use similar types of assessments
Comprehensive program-level assessment
Current program
Competency based program
Develop portfolio of mastery of competencies
Challenges along the way
A lot of work!
Aligning views of how the process should work
Defining /determining competencies
Comparability to current programs
Efficiency of the support and instruction processes
Will a CBE program actually benefit students?
Still to Do
Refine competency definitions
Develop rigorous assessments
Complete map to traditional transcripts
Test the administrative & support functions
Improve all of our programs!
Questions?