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Developing a Competency Based Organization. Corey Seemiller, PhD Director of Leadership Programs The University of Arizona. Purpose and Rationale. SLC Creation. Coded 17,577 learning outcomes. V ersion 1.0, July 2008-August 2008 Document analysis to create list of competencies - PowerPoint PPT Presentation
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Developing a Competency Based
Organization
Corey Seemiller, PhDDirector of Leadership Programs
The University of Arizona
Purpose What We DidDevelop measurable competencies for student leadership development grounded in theory and research
Developed list of leadership competencies for students (SLCs) with 4 dimensions
Develop measurements to assess student learning and development around leadership
Created measurements for each competency dimension
Link leadership competencies to those expected in academic programs
Cross-referenced SLCs with learning outcomes in academic programs
Purpose and Rationale
Version 1.0, July 2008-August 2008Document analysis to create list of competencies• CAS Standards • Learning Reconsidered• Relational Leadership Model• Social Change Model of Leadership Development• 5 Practices of Exemplary Leadership• Program assessment data
Versions 1.1, 2.0, and 3.0, July 2009-October 2011 (JLS)• Coded learning outcomes from 475 academic programs within 93
accrediting agencies• Updated competencies and measurements along the way
Version 4.0, February 2013-March 2013 (Jossey-Bass)• Recoded original 475 academic programs within 93 accrediting agencies;
coded new programs and agencies for a total of 522 academic programs within 97 agencies
• Updated competencies and measurements
SLC CreationCoded 17,577
learning outcomes
Aviation Accreditation Board International American Optometric AssociationThe Association to Advance Collegiate Schools of Business American Osteopathic AssociationAmerican Association of Family and Consumer Sciences American Occupational Therapy AssociationAmerican Academy of Forensic Sciences American Psychological AssociationAmerican Association of Health Education American Podiatric Medical AssociationNational Association for Sport & Physical Education American Psychoanalytic AssociationAmerican Association for Marriage and Family Therapy American Physical Therapy AssociationAmerican Association of Nurse Practitioners Accreditation Review Commission on Education for the Physician
Assistant, Inc. American Bar Association American Speech-Language-Hearing AssociationThe American Board for Accreditation in Psychoanalysis, Inc. American Society of Health-System PharmacistsApplied Science, Computing, Engineering, and Technology American Society of Landscape ArchitectsAmerican Board of Funeral Service Education Committee on Accreditation
Association of Technology, Management, and Applied Engineering
Accrediation Commission for Audiology Education Association of Theological SchoolsAccreditation Commission for Acupuncture and Oriental Medicine
American Veterinary Medical Association
Accreditation Council for Business Schools and Programs Commission on Accreditation of Allied Health Education Programs American Council for Construction Education Commission on Accreditation of Athletic Training EducationAssociation for Childhood Education International Council for Accreditation of Counseling and Related Educational
Programs Accrediting Council on Education in Journalism and Mass Communications
American Dietetic Association Commission on Accreditation for Dietetics Education
American Culinary Federation’s Education Foundation Commission on Accreditation for Health Informatics and Information Management
Accreditation Commission for Midwifery Education Commission on Accreditation of Healthcare Management Education Accreditation Council for Pharmacy Education Council on Chiropractic EducationAssociation for Clinical Pastoral Education Commission on Collegiate Interpreter EducationAmerican Council on the Teaching of Foreign Languages Commission on Collegiate Nursing EducationAmerican Dental Association Council for Exceptional ChildrenAssociation for Educational Communications and Technology Council on Education for Public HealthAmerican Library Association Committee on Accreditation Council for Interior Design Accreditation American Association of School Librarians Council on Naturopathic Medical EducationAssociation for Middle Level Education Commission on Opticianry Accreditation
Accrediting Agencies
Council on Accreditation of Nurse Anesthesia Educational Programs
National Association for the Education of Young Children
National Recreation and Park Association Council on Accreditation of Parks, Recreation, Tourism, and Related Professions
National Association for Gifted Children
Commission on Accreditation for Respiratory Care National Association of Schools of Arts and Design Commission on Osteopathic College Accreditation National Association of Schools of Dance Commission on Massage Therapy Accreditation National Association of Schools of Music Council on Rehabilitation Education National Association of School PsychologistsCouncil on Social Work Education National Association of Schools of Public Affairs and AdministrationNational Environmental Health Science & Protection Accreditation Council
National Association of Schools of Theater
Educational Leadership Constituent Council National Council for Accreditation of Coaching EducationGlobal Accreditation Center National Council for Accreditation of Teacher EducationInternational Assembly for Collegiate Business Education National Council for Accreditation of Coaching EducationInternational Fire Service Accreditation Congress Degree Assembly
National Council of Teachers of English
International Reading Association National Council of Teachers of MathematicsInternational Society for Technology in Education National League for Nursing Accrediting Commission, Inc. International Technology and Engineering Educators Association
National Science Teachers Association
Joint Review Committee on Education Programs in Radiologic Technology
Planning Accreditation Board
Joint Review Committee on Educational Programs in Nuclear Medicine Technology
Psychological Clinical Science Accreditation System
Liaison Committee on Medical Education Society of American Foresters Midwifery Education Accreditation Council Teacher Education Accreditation Council, Inc. National Accrediting Agency for Clinical Laboratory Sciences Teachers of English to Speakers of Other LanguagesNorth American Association for Environmental Education
Accrediting Agencies
Category Competency Header
Learning and Reasoning Research Other PerspectivesReflection and ApplicationSystems ThinkingAnalysis
SynthesisEvaluationProblem SolvingDecision MakingIdea Generation
Self Awareness and Development
Self-Understanding Personal Values Personal Contributions
Scope of CompetenceReceiving FeedbackSelf-Development
Interpersonal Interaction Productive RelationshipsAppropriate Interaction Helping Others Others' Contributions Empathy Supervision
Providing Feedback Mentoring Empowerment Motivation Collaboration
Group Dynamics Organizational BehaviorPower Dynamics
Group Development Creating Change
Civic Responsibility Diversity Others' Circumstances Social Justice
Inclusion Social Responsibility Service
Communication Verbal Communication Nonverbal Communication Listening Writing
Facilitation Conflict Negotiation Advocating for a Point of View
Strategic Planning Mission Vision Goals
Plan Organization
Personal Behavior EthicsResiliencyResponding to Change Responding to Ambiguity Functioning Independently Initiative
Follow-Through Responsibility for Personal Behavior Positive Attitude Confidence Excellence
SLCs
Knowledge, Value, Ability, Behavior
SLC Findings-SnapshotsPercentage Finding30% of all agencies (29/97)
had 50% or more of their outcomes with one or more SLCs
27% of all outcomes (17577)
had one or more SLC
100% of all agencies (97/97)
had at least one SLC
41% of all agencies (40/97)
“leadership” appears
SLC Findings-CareerCareer Field #
Outcomes
# Outcomes with SLCs
% of Outcomes with SLCs
Public Service 48 28 58.33%Theology 193 90 46.63%Aviation 42 19 45.24%Information and Communication 29 13 44.83%Education 1724 767 44.49%Business 288 127 44.10%Law 5 2 40.00%Counseling and Therapy 963 327 33.96%Architecture and Construction 204 65 31.86%Health and Medical 11276 2933 26.01%Environmental 211 40 18.96%Performance 1391 252 18.12%Art and Design 364 65 17.86%Retail 50 8 16.00%Science 166 17 10.24%Culinary 107 8 7.48%Engineering 516 34 6.59%
Competency Prevalence
Frequency
Has skills to effectively communicate verbally 61.11% 1053Has skills to evaluate information effectively 56.13% 1464Has skills to write effectively 54.02% 647Has skills to analyze information for more
thorough understanding46.55% 572
Motivated to generate new ideas 33.33% 523Motivated to make decisions appropriate to each
situation32.57% 396
Has skills to collaborate effectively 28.74% 369Has skills to advocate for a point of view
effectively24.71% 395
Has skills to interact with others appropriately 26.25% 301Understands others’ circumstances 24.33% 357Has skills to synthesize multiple pieces of
information23.56% 210
Motivated to engage in self-development 22.61% 188
SLC Findings-Competency
• Competency mapping• Curriculum development• Marketing• Evaluation• Reporting
Using Competencies
CompetenciesCompetencies
Research Research Research Research Idea Generation
Idea Generation
Idea Generation
Idea Generation
Other Perspectives
Other Perspectives
Other Perspectives
Other Perspectives
Knowledge
Value Ability Behavior Knowledge Value Ability Behavior Knowledge
Value Ability Behavior
Courses
HED 201
1
CoursesEDL 270
1
CoursesEDL 271
Courses
EDL 272
1
Courses
EDL 280
Courses
EDL 281
1
Courses
EDL 282
1 1 1
Courses
EDL 291
Courses
EDL 293
Courses
EDL 297a: Arts 1
Courses
EDL 297a: Eco 1
Courses
EDL 297a: Global 1 1 1
Competency Mapping• Review all program, event, curricular, and positional
learning outcomes and associate outcomes to competencies.
Research Research Research Research Idea Generation
Idea Generation
Idea Generation
Idea Generation
Other Perspectives
Other Perspectives
Other Perspectives
Other Perspectives
Knowledge Value Ability Behavior Knowledge Value Ability Behavior Knowledge Value Ability Behavior
ATLAS 3 0 0 8 0 0 1 18 4 0 0 5
Avenues 0 0 0 0 0 0 0 0 0 0 0 0
Blue Chip 0 0 2 2 2 1 6 7 0 1 1 0
Courses 1 1 1 8 0 0 2 1 0 3 1 1
Equiss 0 0 0 0 0 0 0 0 0 0 1 1
IBM 0 0 0 0 0 0 0 0 0 0 0 0
LOD 0 0 0 1 0 0 0 0 0 0 0 1
NCLA 0 0 0 0 0 0 0 0 0 0 0 0
NCLC 0 0 0 2 0 0 2 3 0 0 2 2
ODK 0 0 0 0 0 0 0 0 0 0 0 0
Total 4 1 3 21 2 1 11 29 4 4 5 10
Competency Mapping• Determine strengths and gaps related to competencies.
Competency Mapping• Determine competencies to focus on.
• SLC study top 12 most prevalent competencies• College success predictors• Alumni data on essential career competencies• NACE Job Outlook Survey of competencies employers want in new employees• Center for Creative Leadership’s future leader competencies• Institutional, departmental, and program values
Resiliency 100 95 Creating Change 94 95Organizational Behavior 100 95 Synthesis 94 95Other Perspectives 100 95 Positive Attitude 94 95Idea Generation 100 95 Plan 94 95Power Dynamics 100 95 Productive Relationships 93 95Others' Circumstances 99 95 Evaluation 93 95Initiative 99 95 Goals 93 95Systems Thinking 98 95 Organization 92 95Reflection and Application 98 95 Self-Understanding 92 95Motivation 98 95 Confidence 91 95Follow Through 97 95 Decision Making 91 95Responsibility for Personal Behavior 97 95 Analysis 91 95Advocating for a Point of View 97 95 Functioning Independently 90 95Self-Development 96 95 Problem Solving 89 95Listening 95 95 Responding to Change 89 95Collaboration 95 95 Writing 85 95Appropriate Interaction 94 95 Supervision N/A 95Verbal Communication 95 95
Curriculum Development• Modify existing curriculum/programming based on
competencies we wanted to focus on.• Added listening workshop • Added supervision training for student leader roles
• Create new curriculum/programming to focus on competencies we wanted to focus on.• ATLAS Emotional Intelligence Track (Resiliency, Responding to Ambiguity, and
Confidence)
Engineering (ABET)-Bachelors
Women in Science & Engineering Curriculum
Self-Development Personal Leadership StylesCollaboration Personal Leadership StylesIdea Generation Leadership Styles Case StudyAnalysis Leadership Styles Case StudyEvaluation Leadership Styles Case StudyEthics Green Leadership and Sustainable
FutureOthers’ Circumstances Social Identities and Social JusticeVerbal Communication Effective Communication and Public
SpeakingWriting N/A
Curriculum Development• Create tailored curriculum based on academic program.
Marketing• Put all intended competencies on websites, in syllabi, etc. so
students could determine a good fit.
Marketing• Develop a searchable database by academic program to help
students identify critical competencies.
Marketing
leadership.arizona.edu
• Develop a searchable database by competency to help students identify a program/experience that is right for them.
Marketing• Provide resources to campus departments to market
programs.• Advisor handouts on website recommending leadership programs specific to a
student’s major (also provided at Advisor Kick-Off)• Program advertising that target specific departments based on essential
competencies• Brochures targeted to students and families of students that address
competencies (offered at Orientation)• College websites with competency-based research specific to those academic
programs [forthcoming]
Marketing
Evaluation• Provide opportunities for students to self evaluate.
Evaluation• Measure student learning and development.
• Self-reported evaluations after every event, experience, or role
Did not increase
Slightly increase
d
Moderately increased
Greatly increase
dMy understanding of my own values.My understanding of how to develop a mission statement effectively.My understanding of how to develop a vision effectively.Please place an X in the box that most accurately indicates your level of engagement as a result of participating in the Personal Mission and Vision workshop:
I did not
I did to some extent
I did
Use skills to develop a mission statement effectively.Use skills to develop a vision effectively.
Personal Mission and Vision
Facilitator:________________ Residence: Off-campus Campus Employed: Yes – UA Yes - Other No Major: ____________________ Academic Standing: Fr. (0-29 units) So. (30-59 units) Jr. (60-89 units) Sr. (90+ units)
How did you learn about this workshop? Please check all that apply. Required to take Web search University staff/faculty
member Friend Listserv: ______________ Other?____________________
Please place an X in the box that most accurately indicates your level of development as a result of participating in the Personal Mission and Vision workshop:
Competency Prevalence
UA Growth
Has skills to effectively communicate verbally 61.11% (93%) n=631
Has skills to evaluate information effectively 56.13% (93%) n=192
Has skills to write effectively 54.02% (82%) n=373
Has skills to analyze information for more thorough understanding
46.55% (93%) n=374
Motivated to generate new ideas 33.33% NAMotivated to make decisions appropriate to each
situation32.57% NA
Has skills to collaborate effectively 28.74% (95%) n=313
Has skills to advocate for a point of view effectively
24.71% (91%) n=110
Has skills to interact with others appropriately 26.25% (94%) n=382
Understands others’ circumstances 24.33% (96%) n=318
Has skills to synthesize multiple pieces of information
23.56% (92%) n=285
Motivated to engage in self-development 22.61% (96%) n=141
Evaluation• Analyze learning and development for program effectiveness.
Understands others' circumstances Understands the value of diversity Motivated to act in a socially just manner2.8
2.9
3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
Equiss Social Justice Retreat
EDL 270: Social Justice Leadership
Evaluation• Benchmark between similar programs.
Other Perspectives
Reflection and Application
Decision Making
Receiving Feedback
Collaboration
Social Responsibility
Responding to Ambiguity
Excellence
ATLAS 100% 100% 100% 96.6% 100%
Blue Chip
100% 98.1% 100% 95.7% 95.2% 94.5% 100% 89.5%
Courses 100% 98.3% 91.6% 93.5% 94% 94.1% 90% 94.7%
IBM 100% 100%
Equiss 100%
NCLC 100% 99% 100% 100% 100% 95.9%
ODK 100% 96%
PLA 96% 96% 96% 100%
Evaluation• Benchmark across programs.
Evaluation• Provide student feedback.
• Performance evaluations for all leadership roles– Learning: Intended SLCs for the position (knowledge and ability dimension)– Engagement: Intended SLCs for the position (behavior dimension)– Performance: Standard performance measures across positions (behavior
dimension)
Reporting• Students can showcase in paper portfolios and ePortfolios.
Reporting• Students can showcase in their co-curricular transcripts.
Resources
www.studentleadershipcompetencies.org
Leave a business card if y0u would like to be notified when the book and database are available.
Corey Seemiller, PhDcrs@email.arizona.eduleadership.arizona.edu
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