“teaching as if intellectual skills matter” professor fred evers educational research &...

““Teaching as if Intellectual Skills Matter”Teaching as if Intellectual Skills Matter” Professor Fred EversProfessor Fred Evers

Educational Research & Development UnitEducational Research & Development UnitUniversity of GuelphUniversity of Guelph

Pedagogies that ChallengePedagogies that Challenge

2006 Teaching & Learning Innovations 2006 Teaching & Learning Innovations ConferenceConference

University of GuelphUniversity of Guelph

May 16, 2006May 16, 2006

May 16, 2006May 16, 2006 EversEvers 22

Agenda:Agenda:

• Today’s WorkplaceToday’s Workplace• Employee EmpowermentEmployee Empowerment• Learner CentrednessLearner Centredness• Students’ Advanced Level SkillsStudents’ Advanced Level Skills• Skills PortfolioSkills Portfolio


Changing WorkplaceChanging Workplace

• College & university graduates enter College & university graduates enter a workplace characterized by a workplace characterized by constant change.constant change.

• Fewer levels - less bureaucracy.Fewer levels - less bureaucracy.

• Fewer managers - with young Fewer managers - with young professionals “empowered” to do professionals “empowered” to do many managerial and leadership many managerial and leadership tasks.tasks.


Changing WorkChanging Work

• Increasing contract work.Increasing contract work.

• Fewer mentors available.Fewer mentors available.

• Many career changes, flexibility is Many career changes, flexibility is key.key.

• Combination of general Combination of general andand specific specific skills is essential.skills is essential.

• Lifelong learning.Lifelong learning.


University Graduates Entering the University Graduates Entering the WorkplaceWorkplace

• All of the workplace changes mean that All of the workplace changes mean that university graduates getting their first university graduates getting their first “career job” must be flexible and able to “career job” must be flexible and able to function without a lot of supervision function without a lot of supervision (“employee empowerment”).(“employee empowerment”).

• They must be prepared for multiple jobs and They must be prepared for multiple jobs and multiple careers.multiple careers.

• ““Succession Planning” is well underway.Succession Planning” is well underway.

What does “learner-centred” What does “learner-centred” mean to you?mean to you?


University of Guelph’s Four University of Guelph’s Four Pillars of Learner CentrednessPillars of Learner Centredness

• Self-reliant learningSelf-reliant learning

• Research-teaching linkResearch-teaching link

• Skill-developmentSkill-development

• Experiential learningExperiential learning


Learning ObjectivesLearning Objectives

• KnowledgeKnowledge

• SkillsSkills

• ValuesValues

Research on Intellectual Research on Intellectual SkillsSkills

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


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>


Making the Match:Making the Match:Bases CompetenciesBases Competencies

Managing Self Managing Self CommunicatingCommunicatingManaging People & TasksManaging People & TasksMobilizing Innovation & ChangeMobilizing Innovation & Change


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 ability to deal with the uncertainly of an ever-changing environment.ever-changing environment.

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


Base Competencies:Base Competencies:CommunicatingCommunicating

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

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


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

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

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


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

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

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


Making the Match Making the Match ResultsResults• Skills in all four areas are important to Skills in all four areas are important to

lifelong learning and employability.lifelong learning and employability.

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


Base Competencies:Base Competencies:Hierarchical NatureHierarchical Nature

Managing SelfManaging Self

CommunicatingCommunicating

Managing People & Managing People & TasksTasks

Mobilizing Innovation & Mobilizing Innovation & ChangeChange


Skills in Demand:Skills in Demand:Rankings Based on those Responding “Most Rankings Based on those Responding “Most Important Areas Needing Development”Important Areas Needing Development”

• Areas Areas StudentsStudents would like to see more would like to see more emphasis in university:emphasis in university:– 1. Creativity/ Innovation1. Creativity/ Innovation– 2. Oral Communication2. Oral Communication– 3. Managing Conflict3. Managing Conflict– 4. Leadership4. Leadership


Skills in Demand:Skills in Demand:Rankings Based on those Responding “Most Important Rankings Based on those Responding “Most Important Areas Needing Development”Areas Needing Development”

• Areas Areas GraduatesGraduates feel could use some feel could use some improvement:improvement:– 1.1. LeadershipLeadership– 2. Creativity/ Innovation2. Creativity/ Innovation– 3. Managing Conflict3. Managing Conflict– 4. Time Management4. Time Management


Skills in Demand:Skills in Demand:Rankings Based on those Responding “Most Important Rankings Based on those Responding “Most Important Areas Needing Development”Areas Needing Development”

• Areas Areas ManagersManagers feel employees need to feel employees need to develop:develop:– 1. Leadership1. Leadership– 2. Managing Conflict2. Managing Conflict– 3. Visioning3. Visioning– 4. Creativity/ Innovation4. Creativity/ Innovation


Managers’ Perceptions of Future Managers’ Perceptions of Future Demand for SkillsDemand for Skills

• Rankings Based on those Responding “Much Rankings Based on those Responding “Much Greater Demand in Future”Greater Demand in Future”

• In year 1 (N=1,047):In year 1 (N=1,047):– 1. Creativity/ Innovation1. Creativity/ Innovation– 2. Visioning2. Visioning– 3. Leadership3. Leadership– 4. Risk-Taking4. Risk-Taking


Managers’ Perceptions of Future Managers’ Perceptions of Future Demand for SkillsDemand for Skills

• Rankings Based on those Responding “Much Rankings Based on those Responding “Much Greater Demand in Future”Greater Demand in Future”

• In year 3 (N=437):In year 3 (N=437):– 1. Visioning1. Visioning– 2. Creativity/ Innovation2. Creativity/ Innovation– 3. Leadership3. Leadership– 4. Risk-Taking4. Risk-Taking


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 lower, (2) felt to be in the greatest need in the greatest need of improvement, and of improvement, and (3) in the greatest (3) in the greatest demand in the demand in the futurefuture..

• In In Mobilizing Mobilizing Innovation & Innovation & ChangeChange::

– Visioning Visioning

– CreativityCreativity

– Risk-TakingRisk-Taking

• In In Managing People Managing People & Tasks& Tasks::

– LeadershipLeadership

– Managing ConflictManaging Conflict

Research:Research:“Advanced Level Essential Skills”“Advanced Level Essential Skills”


HRSDC Essential SkillsHRSDC Essential Skills

• Reading TextReading Text

• Continuous Continuous LearningLearning

• Document UseDocument Use

• Working with Working with OthersOthers

• Numeracy (Math)Numeracy (Math)• Thinking SkillsThinking Skills • WritingWriting• Oral CommunicationOral Communication

• Computer UseComputer Use


MethodsMethods

• Qualitative using:Qualitative using:– RoundtablesRoundtables– Interviews/meetingsInterviews/meetings


LeadershipLeadership

• Inspires and motivates others,Inspires and motivates others,

• Supportive, Mentor, Coach,Supportive, Mentor, Coach,

• Effective team builder,Effective team builder,

• Sensitive to diversity,Sensitive to diversity,

• Can take on role of follower as Can take on role of follower as necessary.necessary.


CreativityCreativity

• Innovative, Innovative,

• Visionary,Visionary,

• ““Big picture thinker,”Big picture thinker,”

• EntrepreneurialEntrepreneurial

• Responsible risk taker.Responsible risk taker.


Project ManagementProject Management

• Time management,Time management,

• Information management,Information management,

• Environmental & situational analysis,Environmental & situational analysis,

• Financial savvy, accountable,Financial savvy, accountable,

• Strategic planner,Strategic planner,

• Problem solver,Problem solver,

• Researcher,Researcher,

• ““Succession Planning.”Succession Planning.”


Communication/ Interpersonal Communication/ Interpersonal SkillsSkills

• Ability to teach & motivate others,Ability to teach & motivate others,

• Highly developed sense of self,Highly developed sense of self,

• Strong business ethics,Strong business ethics,

• Effective management of others,Effective management of others,

• Multi-tasker, Multi-tasker,

• Critical thinker, good negotiator,Critical thinker, good negotiator,

• Diplomatic conflict resolution.Diplomatic conflict resolution.


In SummaryIn Summary

• In two major projects we have found In two major projects we have found the use of intellectual skill development the use of intellectual skill development to be an essential part of university to be an essential part of university graduates’ employment.graduates’ employment.

• Of the many skills that are important, Of the many skills that are important, LeadershipLeadership and and CreativityCreativity stand out as stand out as being the most important. being the most important.

PracticePractice


Intellectual Skill DevelopmentIntellectual Skill Development

• Create a “Learner-Centred” Approach to Create a “Learner-Centred” Approach to Higher Education that incorporates Skill Higher Education that incorporates Skill Development (Competency-Based Education)Development (Competency-Based Education)

• Specific Programs, e.g., Leadership Specific Programs, e.g., Leadership Certificate, Capstone CoursesCertificate, Capstone Courses

• Skill Development within courses, i.e., part of Skill Development within courses, i.e., part of the curriculumthe curriculum

• Intellectual Skills PortfolioIntellectual Skills Portfolio


Competency-Based Competency-Based EducationEducation

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

• Content becomes obsolete quickly - Content becomes obsolete quickly - students must learn “how to learn.”students must learn “how to learn.”


Leadership DevelopmentLeadership Development

• Leadership CertificateLeadership Certificate

• Leadership Program in Student LifeLeadership Program in Student Life

• Senior Peers in Peer Helper ProgramSenior Peers in Peer Helper Program

• Leadership Opportunities in Group Leadership Opportunities in Group Work in CoursesWork in Courses

• Leadership in Volunteer OrganizationsLeadership in Volunteer Organizations


Creativity DevelopmentCreativity Development

• Course projects that reward creative Course projects that reward creative solutions to problemssolutions to problems

• Group work where students can apply Group work where students can apply creative ideascreative ideas

• Presentation of course material that Presentation of course material that shows creative solutions to real world shows creative solutions to real world problemsproblems


Curriculum EnhancementsCurriculum EnhancementsMatrix of Outcomes by CoursesMatrix of Outcomes 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


Bases of Competence Skills PortfolioBases of Competence Skills Portfolio

• Collection of materials that show the Collection of materials that show the individual’s “best work” - like an artist’s individual’s “best work” - like an artist’s portfolio of paintings.portfolio of paintings.

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

• 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.

• Skills framework.Skills framework.


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 Evidence of Skill Development within the Base Competencies and SkillsBase Competencies and Skills

• Development of Specific SkillsDevelopment of Specific Skills

• Summary of Strengths and Areas Needing Summary of Strengths and Areas Needing DevelopmentDevelopment


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, & Iris Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey-Bass Berdrow. San Francisco: Jossey-Bass (1998).(1998).

• ““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).

the endthe end

“teaching as if intellectual skills matter” professor fred evers educational research &...

Documents

experiential learning

specific skills

workplace changes

lifelong learning

match skills problem

bases of competence

career changes

fewer managers