1. “Teaching as if Intellectual Skills Matter” Professor Fred Evers Educational Research & Development Unit University of Guelph Pedagogies that Challenge 2006 Teaching & Learning Innovations Conference University of Guelph May 16, 2006

2. Evers2 Agenda: Today’s Workplace Today’s Workplace Employee Empowerment Employee Empowerment Learner Centredness Learner Centredness Students’ Advanced Level Skills Students’ Advanced Level Skills Skills Portfolio Skills Portfolio

3. May 16, 2006Evers3 Changing Workplace College & university graduates enter a workplace characterized by constant change. College & university graduates enter a workplace characterized by constant change. Fewer levels - less bureaucracy. Fewer levels - less bureaucracy. Fewer managers - with young professionals “empowered” to do many managerial and leadership tasks. Fewer managers - with young professionals “empowered” to do many managerial and leadership tasks.

4. May 16, 2006Evers4 Changing Work Increasing contract work. Increasing contract work. Fewer mentors available. Fewer mentors available. Many career changes, flexibility is key. Many career changes, flexibility is key. Combination of general and specific skills is essential. Combination of general and specific skills is essential. Lifelong learning. Lifelong learning.

5. May 16, 2006Evers5 University Graduates Entering the Workplace All of the workplace changes mean that university graduates getting their first “career job” must be flexible and able to function without a lot of supervision (“employee empowerment”). All of the workplace changes mean that university graduates getting their first “career job” must be flexible and able to function without a lot of supervision (“employee empowerment”). They must be prepared for multiple jobs and multiple careers. They must be prepared for multiple jobs and multiple careers. “Succession Planning” is well underway. “Succession Planning” is well underway.

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

7. May 16, 2006Evers7 University of Guelph’s Four Pillars of Learner Centredness Self-reliant learning Self-reliant learning Research-teaching link Research-teaching link Skill-development Skill-development Experiential learning Experiential learning

8. May 16, 2006Evers8 Learning Objectives Knowledge Knowledge Skills Skills Values Values

9. Research on Intellectual Skills

10. Research: “The Bases of Competence”

11. May 16, 2006Evers11 Making the Match Skills Problem Solving/ Analytic Problem Solving/ Analytic Decision-Making Decision-Making Planning & Organizing Planning & Organizing Personal Organization/ Time Management Personal Organization/ Time Management Risk-Taking Risk-Taking Oral Communication Oral Communication Written Communication Written Communication Listening Listening Interpersonal Skills Interpersonal Skills Managing Conflict Managing Conflict Leadership Leadership Co-ordinating Co-ordinating Creativity / Innovation / Change Creativity / Innovation / Change Visioning Visioning Ability to Conceptualize Ability to Conceptualize Learning Learning Personal Strengths Personal Strengths

12. May 16, 2006Evers12 Making the Match: Bases Competencies  Managing  Managing Self  Communicating  Managing  Managing People & Tasks  Mobilizing  Mobilizing Innovation & Change

13. May 16, 2006Evers13 Base Competencies: Managing Self Constantly developing practices and internalizing routines for maximizing one’s ability to deal with the uncertainly of an ever-changing environment. Constantly developing practices and internalizing routines for maximizing one’s ability to deal with the uncertainly of an ever-changing environment. Skills included: Skills included: – Learning – Personal Organization/ Time Management – Personal Strengths – Problem Solving/ Analytic

14. May 16, 2006Evers14 Base Competencies: Communicating Interacting effectively with a variety of individuals and groups to facilitate the gathering, integrating, and conveying of information in many forms (e.g., verbal, written). Interacting effectively with a variety of individuals and groups to facilitate the gathering, integrating, and conveying of information in many forms (e.g., verbal, written). Skills included: Skills included: – Interpersonal – Listening – Oral Communication – Written Communication

15. May 16, 2006Evers15 Base Competencies: Managing People & Tasks Accomplishing the tasks at hand by planning, organizing, coordinating, and controlling both resources and people. Accomplishing the tasks at hand by planning, organizing, coordinating, and controlling both resources and people. Skills included: Skills included: – Coordinating – Decision-Making – Leadership – Managing Conflict – Planning & Organizing

16. May 16, 2006Evers16 Base Competencies: Mobilizing Innovation & Change Conceptualizing, as well as setting in motion, ways of initiating and managing change that involve significant departures from current mode. Conceptualizing, as well as setting in motion, ways of initiating and managing change that involve significant departures from current mode. Skills included: Skills included: – Ability to Conceptualize – Creativity/ Innovation/ Change – Risk-Taking – Visioning

17. May 16, 2006Evers17 Making the Match Results Skills in all four areas are important to lifelong learning and employability. Skills in all four areas are important to lifelong learning and employability. Skills in Managing Self and Communicating rated consistently higher than Managing People & Tasks and Mobilizing Innovation & Change by university students and graduates. Skills in Managing Self and Communicating rated consistently higher than Managing People & Tasks and Mobilizing Innovation & Change by university students and graduates.

18. May 16, 2006Evers18 Base Competencies: Hierarchical Nature Managing Self Communicating Managing People & Tasks Mobilizing Innovation & Change

19. May 16, 2006Evers19 Skills in Demand: Rankings Based on those Responding “Most Important Areas Needing Development” Areas Students would like to see more emphasis in university: Areas Students would like to see more emphasis in university: – 1. Creativity/ Innovation – 2. Oral Communication – 3. Managing Conflict – 4. Leadership

20. May 16, 2006Evers20 Skills in Demand: Rankings Based on those Responding “Most Important Areas Needing Development” Areas Graduates feel could use some improvement: Areas Graduates feel could use some improvement: – 1. Leadership – 2. Creativity/ Innovation – 3. Managing Conflict – 4. Time Management

21. May 16, 2006Evers21 Skills in Demand: Rankings Based on those Responding “Most Important Areas Needing Development” Areas Managers feel employees need to develop: Areas Managers feel employees need to develop: – 1. Leadership – 2. Managing Conflict – 3. Visioning – 4. Creativity/ Innovation

22. May 16, 2006Evers22 Managers’ Perceptions of Future Demand for Skills Rankings Based on those Responding “Much Greater Demand in Future” Rankings Based on those Responding “Much Greater Demand in Future” In year 1 (N=1,047): In year 1 (N=1,047): – 1. Creativity/ Innovation – 2. Visioning – 3. Leadership – 4. Risk-Taking

23. May 16, 2006Evers23 Managers’ Perceptions of Future Demand for Skills Rankings Based on those Responding “Much Greater Demand in Future” Rankings Based on those Responding “Much Greater Demand in Future” In year 3 (N=437): In year 3 (N=437): – 1. Visioning – 2. Creativity/ Innovation – 3. Leadership – 4. Risk-Taking

24. May 16, 2006Evers24 GAP A core set of skills emerged that were (1) rated relatively lower, (2) felt to be in the greatest need of improvement, and (3) in the greatest demand in the future. A core set of skills emerged that were (1) rated relatively lower, (2) felt to be in the greatest need of improvement, and (3) in the greatest demand in the future. In Mobilizing Innovation & Change: In Mobilizing Innovation & Change: – Visioning – Creativity – Risk-Taking In Managing People & Tasks: In Managing People & Tasks: – Leadership – Managing Conflict

25. Research: “Advanced Level Essential Skills”

26. May 16, 2006Evers26 HRSDC Essential Skills Reading Text Reading Text Continuous Learning Continuous Learning Document Use Document Use Working with Others Working with Others Numeracy (Math) Numeracy (Math) Thinking Skills Thinking Skills Writing Writing Oral Communication Oral Communication Computer Use Computer Use

27. May 16, 2006Evers27

28. May 16, 2006Evers28 Methods Qualitative using: Qualitative using: – Roundtables – Interviews/meetings

29. May 16, 2006Evers29

30. May 16, 2006Evers30 Leadership 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 necessary. Can take on role of follower as necessary.

31. May 16, 2006Evers31 Creativity Innovative, Innovative, Visionary, Visionary, “Big picture thinker,” “Big picture thinker,” Entrepreneurial Entrepreneurial Responsible risk taker. Responsible risk taker.

32. May 16, 2006Evers32 Project 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.”

33. May 16, 2006Evers33 Communication/ Interpersonal Skills 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.

34. May 16, 2006Evers34 In Summary In two major projects we have found the use of intellectual skill development to be an essential part of university graduates’ employment. In two major projects we have found the use of intellectual skill development to be an essential part of university graduates’ employment. Of the many skills that are important, Leadership and Creativity stand out as being the most important. Of the many skills that are important, Leadership and Creativity stand out as being the most important.

35. Practice

36. May 16, 2006Evers36 Intellectual Skill Development Create a “Learner-Centred” Approach to Higher Education that incorporates Skill Development (Competency-Based Education) Create a “Learner-Centred” Approach to Higher Education that incorporates Skill Development (Competency-Based Education) Specific Programs, e.g., Leadership Certificate, Capstone Courses Specific Programs, e.g., Leadership Certificate, Capstone Courses Skill Development within courses, i.e., part of the curriculum Skill Development within courses, i.e., part of the curriculum Intellectual Skills Portfolio Intellectual Skills Portfolio

37. May 16, 2006Evers37 Competency-Based Education Not an emphasis on trying to teach skills - rather an emphasis on skill development within a learner-centred environment. Not an emphasis on trying to teach skills - rather an emphasis on skill development within a learner-centred environment. Content becomes obsolete quickly - students must learn “how to learn.” Content becomes obsolete quickly - students must learn “how to learn.”

38. May 16, 2006Evers38 Leadership Development Leadership Certificate Leadership Certificate Leadership Program in Student Life Leadership Program in Student Life Senior Peers in Peer Helper Program Senior Peers in Peer Helper Program Leadership Opportunities in Group Work in Courses Leadership Opportunities in Group Work in Courses Leadership in Volunteer Organizations Leadership in Volunteer Organizations

39. May 16, 2006Evers39 Creativity Development Course projects that reward creative solutions to problems Course projects that reward creative solutions to problems Group work where students can apply creative ideas Group work where students can apply creative ideas Presentation of course material that shows creative solutions to real world problems Presentation of course material that shows creative solutions to real world problems

40. May 16, 2006Evers40 Curriculum Enhancements Matrix of Outcomes by Courses

41. May 16, 2006Evers41 Bases of Competence Skills Portfolio Collection of materials that show the individual’s “best work” - like an artist’s portfolio of paintings. Collection of materials that show the individual’s “best work” - like an artist’s portfolio of paintings. Appropriate for students, especially those nearing graduation as they consider next steps. Appropriate for students, especially those nearing graduation as they consider next steps. Employees as they progress through training and development or make lateral moves. Employees as they progress through training and development or make lateral moves. Tool for self-reflection. Tool for self-reflection. Skills framework. Skills framework.

42. May 16, 2006Evers42 Skills Portfolio Contents Résumé (in different formats) Résumé (in different formats) Cover letters Cover letters Record (log) of job interviews Record (log) of job interviews Personal Mission Statement Personal Mission Statement Intellectual Autobiography Intellectual Autobiography Evidence of Skill Development within the Base Competencies and Skills Evidence of Skill Development within the Base Competencies and Skills Development of Specific Skills Development of Specific Skills Summary of Strengths and Areas Needing Development Summary of Strengths and Areas Needing Development

43. May 16, 2006Evers43 Resources The Bases of Competence: Skills for Lifelong Learning & Employability. Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey-Bass (1998). The Bases of Competence: Skills for Lifelong Learning & Employability. Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey-Bass (1998). “Preparing for the Future: Identifying Advanced Essential Skills Needs in Canada.” CAETO (Evers, Power & Mitchell). Ottawa: HRDC (2003). “Preparing for the Future: Identifying Advanced Essential Skills Needs in Canada.” CAETO (Evers, Power & Mitchell). Ottawa: HRDC (2003).

44. the end