Competency-Based Competency-Based Education in 21Education in 21stst

Century UniversitiesCentury UniversitiesNATCON 2005NATCON 2005

Ottawa, OntarioOttawa, Ontario

January 24, 2005January 24, 2005

Janet Mitchell & Fred EversJanet Mitchell & Fred EversEducational Research & Development Educational Research & Development UnitUnitUniversity of GuelphUniversity of Guelphwww.erdu.uoguelph.cawww.erdu.uoguelph.ca

The Bases of Competence. The Bases of Competence. 1998.1998.Fred Evers, Jim Rush & Iris BerdrowFred Evers, Jim Rush & Iris Berdrow------Advanced Level Essential SkillsAdvanced Level Essential Skills. 2003.. 2003.Fred Evers, Janet Mitchell & Betty Power for the Fred Evers, Janet Mitchell & Betty Power for the Canadian Alliance of Education & Training Canadian Alliance of Education & Training OrganizationsOrganizations

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Agenda:Agenda:• Research: The Bases of CompetenceResearch: The Bases of Competence• University of Guelph-Humber - University of Guelph-Humber -

CurriculumCurriculum• University of Guelph - Capstone Course University of Guelph - Capstone Course

in Sociology/ Anthropologyin Sociology/ Anthropology• Bases of Competence Skills PortfolioBases of Competence Skills Portfolio• Your ApplicationsYour Applications• If time: Advanced Level Essential SkillsIf time: Advanced Level Essential Skills

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The ContextThe Context

University of GuelphUniversity of Guelph Humber College Humber College University of Guelph-HumberUniversity of Guelph-Humber

A new joint effort of Guelph & Humber. A new joint effort of Guelph & Humber. A new building on the Humber North Campus.A new building on the Humber North Campus. Beautiful “Living Wall” – you may have seen Beautiful “Living Wall” – you may have seen

in the in the Globe & MailGlobe & Mail Janet & Fred work at Guelph and do a Janet & Fred work at Guelph and do a

number of tasks with G-H.number of tasks with G-H.

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Learning ObjectivesLearning Objectives

KnowledgeKnowledge SkillsSkills

ValuesValues

Research:Research:“The Bases of Competence”“The Bases of Competence”

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Making the Match Making the Match ProjectProject

Phases 1 & 2 – Qualitative & Phases 1 & 2 – Qualitative & QuantitativeQuantitative What skills do university graduates need What skills do university graduates need

to thrive in the changing workplace?to thrive in the changing workplace? Developed “Bases of Competence Model”Developed “Bases of Competence Model”

Phase 3 - QualitativePhase 3 - Qualitative What educational practices & technologies lead What educational practices & technologies lead

to skill development?to skill development? What is relationship between organizational What is relationship between organizational

core competencies & employees’ base core competencies & employees’ base competencies?competencies?

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Making the Match SkillsMaking the Match Skills Problem Solving/ Problem Solving/

AnalyticAnalytic Decision-MakingDecision-Making Planning & OrganizingPlanning & Organizing Personal Organization/ Personal Organization/

Time ManagementTime Management Risk-TakingRisk-Taking Oral CommunicationOral Communication Written Written

CommunicationCommunication ListeningListening Interpersonal SkillsInterpersonal Skills

Managing ConflictManaging Conflict LeadershipLeadership Co-ordinatingCo-ordinating Creativity / Creativity /

Innovation / ChangeInnovation / Change VisioningVisioning Ability to Ability to

ConceptualizeConceptualize LearningLearning Personal StrengthsPersonal Strengths <Technical Skills><Technical Skills>

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Making The MatchMaking The MatchBase CompetenciesBase Competencies

Managing Self Managing Self CommunicatingCommunicating Managing People & TasksManaging People & Tasks Mobilizing Innovation & ChangeMobilizing Innovation & Change

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Base Competencies:Base Competencies:Managing SelfManaging Self

Constantly developing practices and Constantly developing practices and internalizing routines for maximizing one’s internalizing routines for maximizing one’s ability to deal with the uncertainly of an ever-ability to deal with the uncertainly of an ever-changing environment.changing environment.

Skills included:Skills included: LearningLearning Personal Organization/ Time ManagementPersonal Organization/ Time Management Personal StrengthsPersonal Strengths Problem Solving/ AnalyticProblem Solving/ Analytic

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Base Competencies:Base Competencies:CommunicatingCommunicating

Interacting effectively with a variety of Interacting effectively with a variety of individuals and groups to facilitate the gathering, individuals and groups to facilitate the gathering, integrating, and conveying of information in integrating, and conveying of information in many forms (e.g., verbal, written).many forms (e.g., verbal, written).

Skills included:Skills included: InterpersonalInterpersonal ListeningListening Oral CommunicationOral Communication Written CommunicationWritten Communication

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Base Competencies:Base Competencies:Managing People & TasksManaging People & Tasks

Accomplishing the tasks at hand by planning, Accomplishing the tasks at hand by planning, organizing, coordinating, and controlling both organizing, coordinating, and controlling both resources and people.resources and people.

Skills included:Skills included: CoordinatingCoordinating Decision-MakingDecision-Making LeadershipLeadership Managing ConflictManaging Conflict Planning & OrganizingPlanning & Organizing

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Base Competencies:Base Competencies:Mobilizing Innovation & ChangeMobilizing Innovation & Change

Conceptualizing, as well as setting in motion, Conceptualizing, as well as setting in motion, ways of initiating and managing change that ways of initiating and managing change that involve significant departures from current involve significant departures from current mode.mode.

Skills included:Skills included: Ability to ConceptualizeAbility to Conceptualize Creativity/ Innovation/ ChangeCreativity/ Innovation/ Change Risk-TakingRisk-Taking VisioningVisioning

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Making the Match Making the Match ResultsResults

Skills in all four areas are important to lifelong Skills in all four areas are important to lifelong learning and employability.learning and employability.

Skills in Skills in Managing Self Managing Self and and CommunicatingCommunicating rated consistently rated consistently higherhigher than than Managing People Managing People & Tasks & Tasks and and Mobilizing Innovation & Change Mobilizing Innovation & Change by university students and graduates.by university students and graduates.

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Base Competencies:Base Competencies:Hierarchical NatureHierarchical Nature

Managing SelfManaging Self

CommunicatingCommunicating

Managing People & Managing People & TasksTasks

Mobilizing Innovation & Mobilizing Innovation & ChangeChange

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GAPGAP

A core set of skills A core set of skills emerged that were emerged that were (1) rated relatively (1) rated relatively lower, (2) felt to be in lower, (2) felt to be in the greatest need of the greatest need of improvement, and (3) improvement, and (3) in the greatest demand in the greatest demand in the futurein the future..

In In Mobilizing Mobilizing Innovation & ChangeInnovation & Change:: Visioning Visioning CreativityCreativity Risk-TakingRisk-Taking

In In Managing People & Managing People & TasksTasks:: LeadershipLeadership Managing ConflictManaging Conflict

PracticePractice

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Competency-Based EducationCompetency-Based Education

NotNot an emphasis on trying to an emphasis on trying to teachteach skills - rather skills - rather an emphasis on skill development within a an emphasis on skill development within a learner-learner-centredcentred environment. environment.

Content becomes obsolete quickly – Skills last a Content becomes obsolete quickly – Skills last a lifetime.lifetime.

Projects which allow students to take risks and Projects which allow students to take risks and develop their develop their own creative solutionsown creative solutions to problems. to problems.

Leadership opportunities and teamwork Leadership opportunities and teamwork applications.applications.

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Competency-Based Education StrategiesCompetency-Based Education Strategies

New Curriculum that includes KSV learning New Curriculum that includes KSV learning objectives (e.g., University of Guelph-Humber)objectives (e.g., University of Guelph-Humber)

Matrix of curriculum learning objectives,Matrix of curriculum learning objectives, Experiential learning (e.g., co-op, job shadow),Experiential learning (e.g., co-op, job shadow), Service (community) learning,Service (community) learning, Practicum courses and programs,Practicum courses and programs, Entrance and exit skill assessments, Entrance and exit skill assessments, Capstone courses & “Skills Portfolios.”Capstone courses & “Skills Portfolios.”

Curriculum Design & Curriculum Design & Development – University of Development – University of

Guelph-HumberGuelph-Humber

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IntroductionIntroduction Blend of curricula specifically designed Blend of curricula specifically designed

for GHfor GH All courses include both the theoretical All courses include both the theoretical

perspective as well as practical perspective as well as practical applicationapplication

All programs have a placement/service All programs have a placement/service component and one program is co-opcomponent and one program is co-op

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ProgramsPrograms

Business AdministrationBusiness Administration Media StudiesMedia Studies Distributed ComputingDistributed Computing Early ChildhoodEarly Childhood Family and Community Social ServicesFamily and Community Social Services Justice StudiesJustice Studies

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Humber’s Employability SkillsHumber’s Employability Skills

Generic/employability skillsGeneric/employability skills 16 skills16 skills

Communicating (5)Communicating (5) Personal (4)Personal (4) Interpersonal (3)Interpersonal (3) Thinking (4)Thinking (4)

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Guelph’s Learning ObjectivesGuelph’s Learning Objectives 1. 1. LiteracyLiteracy 2. Numeracy2. Numeracy 3. Sense of Historical Development3. Sense of Historical Development 4. Global Understanding4. Global Understanding 5. Moral Maturity5. Moral Maturity 6. Aesthetic Maturity6. Aesthetic Maturity 7. Understanding of Forms of Inquiry7. Understanding of Forms of Inquiry 8. Depth and Breadth of Understanding8. Depth and Breadth of Understanding 9. Independence of Thought9. Independence of Thought 10. Love of Learning10. Love of Learning

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University of Guelph-Humber – University of Guelph-Humber – Learning ObjectivesLearning Objectives

Knowledge Knowledge – determined for each course– determined for each course SkillsSkills – 20 skills based on: – 20 skills based on:

Humber’s Employability SkillsHumber’s Employability Skills Guelph’s Literacy & Numeracy Learning Guelph’s Literacy & Numeracy Learning

Objectives andObjectives and Skills from the Bases of CompetenceSkills from the Bases of Competence

ValuesValues – Guelph’s Remaining 8 Learning – Guelph’s Remaining 8 Learning ObjectivesObjectives

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University of Guelph-Humber – University of Guelph-Humber – Learning ObjectivesLearning Objectives

Skills are within 5 Categories:Skills are within 5 Categories: Personal SkillsPersonal Skills CommunicatingCommunicating MathematicsMathematics Teamwork & LeadershipTeamwork & Leadership ThinkingThinking CitizenshipCitizenship

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Personal SkillsPersonal Skills

1.1. Personal Organization & Time Personal Organization & Time ManagementManagement

2.2. ResponsibilityResponsibility

3.3. Adaptability & LearningAdaptability & Learning

4.4. Problem SolvingProblem Solving

5.5. Resource ManagementResource Management

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CommunicatingCommunicating

6.6. Reading Reading

7.7. Writing Writing

8.8. Speaking Speaking

9.9. Listening Listening

10.10. Communicating Through Evolving Communicating Through Evolving Media Media

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Mathematics & ComputingMathematics & Computing

11.11. Mathematical Mathematical

12.12. Computer ApplicationsComputer Applications

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Teamwork & LeadershipTeamwork & Leadership

13.13. Teamwork & Interpersonal Teamwork & Interpersonal

14.14. Leadership & Assertiveness Leadership & Assertiveness

15.15. Conflict Management Conflict Management

16.16. Decision-MakingDecision-Making

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Thinking SkillsThinking Skills

17.17. Research Research

18.18. Critical Thinking Critical Thinking

19.19. Responsible Risk-Taking Responsible Risk-Taking

20.20. Creative Thinking & Visioning Creative Thinking & Visioning

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Guelph’s Learning Objectives Used Guelph’s Learning Objectives Used as “Values” at Guelph-Humberas “Values” at Guelph-Humber

Literacy - Incorporated into CommunicatingLiteracy - Incorporated into Communicating Numeracy – Incorporated into MathematicalNumeracy – Incorporated into Mathematical

1. Sense of Historical Development1. Sense of Historical Development 2. Global Understanding2. Global Understanding 3. Moral Maturity3. Moral Maturity 4. Aesthetic Maturity4. Aesthetic Maturity 5. Understanding of Forms of Inquiry5. Understanding of Forms of Inquiry 6. Depth and Breadth of Understanding6. Depth and Breadth of Understanding 7. Independence of Thought7. Independence of Thought 8. Love of Learning8. Love of Learning

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Course DesignCourse Design

G-H courses are designed by experts in the field G-H courses are designed by experts in the field who determine the KSV for each course.who determine the KSV for each course.

Experts have to determine which of the 20 skills Experts have to determine which of the 20 skills will become learning objectives for the courses.will become learning objectives for the courses.

And, which of the 8 values will become learning And, which of the 8 values will become learning objectives.objectives.

Content, mode of delivery & evaluation tools must Content, mode of delivery & evaluation tools must be consistent with the learning objectives.be consistent with the learning objectives.

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Approval ProcessesApproval Processes

Pre-committee processPre-committee process Curriculum Development Committee Curriculum Development Committee

(CDC)(CDC) Joint Programs CommitteeJoint Programs Committee Approval committees at both Guelph and Approval committees at both Guelph and

Humber.Humber. If there are problems the courses are sent If there are problems the courses are sent

back to CDC.back to CDC.

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Once ApprovedOnce Approved

Course goes to Program Leaders and Course goes to Program Leaders and Faculty who deliver the course.Faculty who deliver the course.

Course Outline and Syllabus are developed Course Outline and Syllabus are developed from the Approved Course Proposal.from the Approved Course Proposal.

Then the most important part – the course Then the most important part – the course is offered to G-H students.is offered to G-H students.

Finally, we need to Finally, we need to assessassess whether the whether the course is meeting the learning objectives.course is meeting the learning objectives.

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Curriculum: Matrix of Learning Curriculum: Matrix of Learning Objectives by CoursesObjectives by Courses

Course 1 Course 2 Course 3 Course 4 Course 5

Discipline Knowledge

yes

UofG Learning Objectives

yes yes yes

Managing Self

yes Communi-cating

yes Managing People & Tasks

yes yes

Mobilizing Innovation & Change

yes yes

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SOAN 4320: Transition from School to SOAN 4320: Transition from School to Work Capstone Course at GuelphWork Capstone Course at Guelph

4th year Sociology & Anthropology majors4th year Sociology & Anthropology majors Investigate changing workplace & how those Investigate changing workplace & how those

changes affect graduateschanges affect graduates Guest speakers discuss their own transitionsGuest speakers discuss their own transitions Résumés, cover letters, mock job interviewsRésumés, cover letters, mock job interviews ““Action Project” - Students relate to their Action Project” - Students relate to their

personal transitionspersonal transitions Reflection through “Skills Portfolio.”Reflection through “Skills Portfolio.”

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Bases of Competence Skills PortfolioBases of Competence Skills Portfolio

Collection of materials that shows the Collection of materials that shows the individual’s best work.individual’s best work.

Appropriate for undergraduate students, Appropriate for undergraduate students, especially those nearing graduation as they especially those nearing graduation as they consider next steps.consider next steps.

Open learners evaluating which skill areas to Open learners evaluating which skill areas to develop further.develop further.

Employees as they progress through training Employees as they progress through training and development or make lateral moves.and development or make lateral moves.

Tool for self-reflection.Tool for self-reflection.

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Skills Portfolio ContentsSkills Portfolio Contents

Résumé (in different formats)Résumé (in different formats) Cover lettersCover letters Record (log) of job interviewsRecord (log) of job interviews Personal Mission StatementPersonal Mission Statement Intellectual AutobiographyIntellectual Autobiography Evidence of Skill Development within the Base Evidence of Skill Development within the Base

Competencies and SkillsCompetencies and Skills Development of Specific SkillsDevelopment of Specific Skills Summary of Strengths and Areas Needing Summary of Strengths and Areas Needing

DevelopmentDevelopment

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Skill Sections of PortfolioSkill Sections of Portfolio Organize using the four Organize using the four Bases of Competence.Bases of Competence. Within each of the Within each of the Bases, Bases, use the skills to help use the skills to help

determine the material for that section. determine the material for that section. Include overviews to each of the Include overviews to each of the Bases Bases and and

skills which explain how the evidence presented skills which explain how the evidence presented helped you develop the skills. helped you develop the skills.

Focus on behaviours -- specific examples.Focus on behaviours -- specific examples.

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Skill Sections of PortfolioSkill Sections of Portfolio

The “evidence” can consist of:The “evidence” can consist of: papers, presentations, projects,papers, presentations, projects, awards, grades, awards, grades, discussion of work and volunteer experiences,discussion of work and volunteer experiences, experiences in the “Peer Helper” or other programs,experiences in the “Peer Helper” or other programs, discussion of courses (credit and non-credit),discussion of courses (credit and non-credit), booklets, handouts,booklets, handouts, your homepage, your homepage, and other material relevant to the skill.and other material relevant to the skill.

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Specific SkillsSpecific Skills

Include a section in your Portfolio where Include a section in your Portfolio where you document:you document: Skills specific to your program of study,Skills specific to your program of study, The use of WordPerfect, PowerPoint and The use of WordPerfect, PowerPoint and

other computer programs,other computer programs, Proficiency in foreign languages, music, Proficiency in foreign languages, music,

sports, and any other specific skills.sports, and any other specific skills.

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Areas of Strengths and AreasAreas of Strengths and Areas Needing Development Needing Development

This section is a summary of the This section is a summary of the “evidence” sections. “evidence” sections.

Refer back to your self-assessment sheet.Refer back to your self-assessment sheet. The summary will be very useful when The summary will be very useful when

you prepare cover letters and get ready you prepare cover letters and get ready for job interviews.for job interviews.

Your Applications!Your Applications!

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ResourcesResources The Bases of Competence: Skills for The Bases of Competence: Skills for

Lifelong Learning & Employability.Lifelong Learning & Employability. Frederick T. Evers, James C. Rush, & Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey-Iris Berdrow. San Francisco: Jossey-Bass (1998). ISBN 0-7879-0921-1.Bass (1998). ISBN 0-7879-0921-1.

““Preparing for the Future: Identifying Preparing for the Future: Identifying Advanced Essential Skills Needs in Advanced Essential Skills Needs in Canada.”Canada.” CAETO (Evers, Power & CAETO (Evers, Power & Mitchell). Ottawa: HRDC (2003).Mitchell). Ottawa: HRDC (2003).

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ResourcesResources Reid, Lucy & Fred Evers. Reid, Lucy & Fred Evers. Working with Working with

Spirit: Engaging Spirituality to Meet the Spirit: Engaging Spirituality to Meet the Challenges of the Workplace. Challenges of the Workplace. Toronto: Toronto: Path Books. (2004) ISBN 1-55126-417-X.Path Books. (2004) ISBN 1-55126-417-X.

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If interested in more information…If interested in more information…

Please contact Fred or Janet:Please contact Fred or Janet: Fred EversFred Evers 519-824-4120 ext. 56698519-824-4120 ext. 56698 fevers@uoguelph.cafevers@uoguelph.ca Janet MitchellJanet Mitchell 519-824-4120 ext. 58084519-824-4120 ext. 58084 jmitchel@uoguelph.cajmitchel@uoguelph.ca

See our web site:See our web site: http://www.erdu.uoguelph.ca/

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