1. Competency-Based Education in 21 st Century Universities NATCON 2005 Ottawa, Ontario January 24, 2005

2. Janet Mitchell & Fred Evers Educational Research & Development Unit University of Guelph www.erdu.uoguelph.ca www.erdu.uoguelph.ca The Bases of Competence. 1998. Fred Evers, Jim Rush & Iris Berdrow --- Advanced Level Essential Skills. 2003. Fred Evers, Janet Mitchell & Betty Power for the Canadian Alliance of Education & Training Organizations

3. 24-Jan-053 Agenda: Research: The Bases of Competence Research: The Bases of Competence University of Guelph-Humber - Curriculum University of Guelph-Humber - Curriculum University of Guelph - Capstone Course in Sociology/ Anthropology University of Guelph - Capstone Course in Sociology/ Anthropology Bases of Competence Skills Portfolio Bases of Competence Skills Portfolio Your Applications Your Applications If time: Advanced Level Essential Skills If time: Advanced Level Essential Skills

4. 24-Jan-054 The Context University of Guelph University of Guelph Humber College Humber College University of Guelph-Humber University 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 in the Globe & Mail Beautiful “Living Wall” – you may have seen in the Globe & Mail Janet & Fred work at Guelph and do a number of tasks with G-H. Janet & Fred work at Guelph and do a number of tasks with G-H.

5. 24-Jan-055 Learning Objectives Knowledge Knowledge Skills Skills Values Values

6. Research: “The Bases of Competence”

7. 24-Jan-057 Making the Match Project Phases 1 & 2 – Qualitative & Quantitative Phases 1 & 2 – Qualitative & Quantitative What skills do university graduates need to thrive in the changing workplace? What skills do university graduates need to thrive in the changing workplace? Developed “Bases of Competence Model” Developed “Bases of Competence Model” Phase 3 - Qualitative Phase 3 - Qualitative What educational practices & technologies lead to skill development? What educational practices & technologies lead to skill development? What is relationship between organizational core competencies & employees’ base competencies? What is relationship between organizational core competencies & employees’ base competencies?

8. 24-Jan-058 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

9. 24-Jan-059 Making The Match Base Competencies Managing Self Managing Self Communicating Communicating Managing People & Tasks Managing People & Tasks Mobilizing Innovation & Change Mobilizing Innovation & Change

10. 24-Jan-0510 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 Learning Personal Organization/ Time Management Personal Organization/ Time Management Personal Strengths Personal Strengths Problem Solving/ Analytic Problem Solving/ Analytic

11. 24-Jan-0511 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 Interpersonal Listening Listening Oral Communication Oral Communication Written Communication Written Communication

12. 24-Jan-0512 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 Coordinating Decision-Making Decision-Making Leadership Leadership Managing Conflict Managing Conflict Planning & Organizing Planning & Organizing

13. 24-Jan-0513 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 Ability to Conceptualize Creativity/ Innovation/ Change Creativity/ Innovation/ Change Risk-Taking Risk-Taking Visioning Visioning

14. 24-Jan-0514 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.

15. 24-Jan-0515 Base Competencies: Hierarchical Nature Managing Self Communicating Managing People & Tasks Mobilizing Innovation & Change

16. 24-Jan-0516 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

17. Practice

18. 24-Jan-0518 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 – Skills last a lifetime. Content becomes obsolete quickly – Skills last a lifetime. Projects which allow students to take risks and develop their own creative solutions to problems. Projects which allow students to take risks and develop their own creative solutions to problems. Leadership opportunities and teamwork applications. Leadership opportunities and teamwork applications.

19. 24-Jan-0519 Competency-Based Education Strategies  New Curriculum that includes KSV learning objectives (e.g., University of Guelph-Humber)  Matrix of curriculum learning objectives,  Experiential learning (e.g., co-op, job shadow),  Service (community) learning,  Practicum courses and programs,  Entrance and exit skill assessments,  Capstone courses & “Skills Portfolios.”

20. Curriculum Design & Development – University of Guelph-Humber

21. 24-Jan-0521 Introduction Blend of curricula specifically designed for GH Blend of curricula specifically designed for GH All courses include both the theoretical perspective as well as practical application All courses include both the theoretical perspective as well as practical application All programs have a placement/service component and one program is co-op All programs have a placement/service component and one program is co-op

22. 24-Jan-0522 Programs Business Administration Business Administration Media Studies Media Studies Distributed Computing Distributed Computing Early Childhood Early Childhood Family and Community Social Services Family and Community Social Services Justice Studies Justice Studies

23. 24-Jan-0523 Humber’s Employability Skills Generic/employability skills Generic/employability skills 16 skills 16 skills Communicating (5) Communicating (5) Personal (4) Personal (4) Interpersonal (3) Interpersonal (3) Thinking (4) Thinking (4)

24. 24-Jan-0524 Guelph’s Learning Objectives 1. Literacy 1. Literacy 2. Numeracy 2. Numeracy 3. Sense of Historical Development 3. Sense of Historical Development 4. Global Understanding 4. Global Understanding 5. Moral Maturity 5. Moral Maturity 6. Aesthetic Maturity 6. Aesthetic Maturity 7. Understanding of Forms of Inquiry 7. Understanding of Forms of Inquiry 8. Depth and Breadth of Understanding 8. Depth and Breadth of Understanding 9. Independence of Thought 9. Independence of Thought 10. Love of Learning 10. Love of Learning

25. 24-Jan-0525 University of Guelph-Humber – Learning Objectives Knowledge – determined for each course Knowledge – determined for each course Skills – 20 skills based on: Skills – 20 skills based on: Humber’s Employability Skills Humber’s Employability Skills Guelph’s Literacy & Numeracy Learning Objectives and Guelph’s Literacy & Numeracy Learning Objectives and Skills from the Bases of Competence Skills from the Bases of Competence Values – Guelph’s Remaining 8 Learning Objectives Values – Guelph’s Remaining 8 Learning Objectives

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27. 24-Jan-0527 University of Guelph-Humber – Learning Objectives Skills are within 5 Categories: Skills are within 5 Categories: Personal Skills Personal Skills Communicating Communicating Mathematics Mathematics Teamwork & Leadership Teamwork & Leadership Thinking Thinking Citizenship Citizenship

28. 24-Jan-0528 Personal Skills 1. Personal Organization & Time Management 2. Responsibility 3. Adaptability & Learning 4. Problem Solving 5. Resource Management

29. 24-Jan-0529 Communicating 6. Reading 7. Writing 8. Speaking 9. Listening 10. Communicating Through Evolving Media

30. 24-Jan-0530 Mathematics & Computing 11. Mathematical 12. Computer Applications

31. 24-Jan-0531 Teamwork & Leadership 13. Teamwork & Interpersonal 14. Leadership & Assertiveness 15. Conflict Management 16. Decision-Making

32. 24-Jan-0532 Thinking Skills 17. Research 18. Critical Thinking 19. Responsible Risk-Taking 20. Creative Thinking & Visioning

33. 24-Jan-0533 Guelph’s Learning Objectives Used as “Values” at Guelph-Humber Literacy - Incorporated into Communicating Literacy - Incorporated into Communicating Numeracy – Incorporated into Mathematical Numeracy – Incorporated into Mathematical 1. Sense of Historical Development 1. Sense of Historical Development 2. Global Understanding 2. Global Understanding 3. Moral Maturity 3. Moral Maturity 4. Aesthetic Maturity 4. Aesthetic Maturity 5. Understanding of Forms of Inquiry 5. Understanding of Forms of Inquiry 6. Depth and Breadth of Understanding 6. Depth and Breadth of Understanding 7. Independence of Thought 7. Independence of Thought 8. Love of Learning 8. Love of Learning

34. 24-Jan-0534 Course Design G-H courses are designed by experts in the field who determine the KSV for each course. G-H courses are designed by experts in the field who determine the KSV for each course. Experts have to determine which of the 20 skills will become learning objectives for the courses. Experts have to determine which of the 20 skills will become learning objectives for the courses. And, which of the 8 values will become learning objectives. And, which of the 8 values will become learning objectives. Content, mode of delivery & evaluation tools must be consistent with the learning objectives. Content, mode of delivery & evaluation tools must be consistent with the learning objectives.

35. 24-Jan-0535 Approval Processes Pre-committee process Pre-committee process Curriculum Development Committee (CDC) Curriculum Development Committee (CDC) Joint Programs Committee Joint Programs Committee Approval committees at both Guelph and Humber. Approval committees at both Guelph and Humber. If there are problems the courses are sent back to CDC. If there are problems the courses are sent back to CDC.

36. 24-Jan-0536 Once Approved Course goes to Program Leaders and Faculty who deliver the course. Course goes to Program Leaders and Faculty who deliver the course. Course Outline and Syllabus are developed from the Approved Course Proposal. Course Outline and Syllabus are developed from the Approved Course Proposal. Then the most important part – the course is offered to G-H students. Then the most important part – the course is offered to G-H students. Finally, we need to assess whether the course is meeting the learning objectives. Finally, we need to assess whether the course is meeting the learning objectives.

37. 24-Jan-0537 Curriculum: Matrix of Learning Objectives by Courses

38. 24-Jan-0538 SOAN 4320: Transition from School to Work Capstone Course at Guelph 4th year Sociology & Anthropology majors 4th year Sociology & Anthropology majors Investigate changing workplace & how those changes affect graduates Investigate changing workplace & how those changes affect graduates Guest speakers discuss their own transitions Guest speakers discuss their own transitions Résumés, cover letters, mock job interviews Résumés, cover letters, mock job interviews “Action Project” - Students relate to their personal transitions “Action Project” - Students relate to their personal transitions Reflection through “Skills Portfolio.” Reflection through “Skills Portfolio.”

39. 24-Jan-0539 Bases of Competence Skills Portfolio Collection of materials that shows the individual’s best work. Collection of materials that shows the individual’s best work. Appropriate for undergraduate students, especially those nearing graduation as they consider next steps. Appropriate for undergraduate students, especially those nearing graduation as they consider next steps. Open learners evaluating which skill areas to develop further. Open learners evaluating which skill areas to develop further. 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.

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41. 24-Jan-0541 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

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43. 24-Jan-0543 Skill Sections of Portfolio Organize using the four Bases of Competence. Organize using the four Bases of Competence. Within each of the Bases, use the skills to help determine the material for that section. Within each of the Bases, use the skills to help determine the material for that section. Include overviews to each of the Bases and skills which explain how the evidence presented helped you develop the skills. Include overviews to each of the Bases and skills which explain how the evidence presented helped you develop the skills. Focus on behaviours -- specific examples. Focus on behaviours -- specific examples.

44. 24-Jan-0544 Skill 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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49. 24-Jan-0549 Specific Skills Include a section in your Portfolio where you document: Include a section in your Portfolio where you document: Skills specific to your program of study, Skills specific to your program of study, The use of WordPerfect, PowerPoint and other computer programs, The use of WordPerfect, PowerPoint and other computer programs, Proficiency in foreign languages, music, sports, and any other specific skills. Proficiency in foreign languages, music, sports, and any other specific skills.

50. 24-Jan-0550 Areas of Strengths and Areas Needing Development This section is a summary of the “evidence” sections. This section is a summary of the “evidence” sections. Refer back to your self-assessment sheet. Refer back to your self-assessment sheet. The summary will be very useful when you prepare cover letters and get ready for job interviews. The summary will be very useful when you prepare cover letters and get ready for job interviews.

51. Your Applications!

52. Research: “Advanced Level Essential Skills” (May 2003)

53. 24-Jan-0553 HRDC 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

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55. 24-Jan-0555 Methods Qualitative using: Qualitative using: Roundtables Roundtables Interviews/meetings Interviews/meetings

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57. 24-Jan-0557 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.

58. 24-Jan-0558 Creativity Innovative, Innovative, Visionary, Visionary, “Big picture thinker,” “Big picture thinker,” Entrepreneurial Entrepreneurial Responsible risk taker. Responsible risk taker.

59. 24-Jan-0559 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.”

60. 24-Jan-0560 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.

61. 24-Jan-0561 Resources The Bases of Competence: Skills for Lifelong Learning & Employability. Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey- Bass (1998). ISBN 0-7879-0921-1. The Bases of Competence: Skills for Lifelong Learning & Employability. Frederick T. Evers, James C. Rush, & Iris Berdrow. San Francisco: Jossey- Bass (1998). ISBN 0-7879-0921-1. “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).

62. 24-Jan-0562 Resources Reid, Lucy & Fred Evers. Working with Spirit: Engaging Spirituality to Meet the Challenges of the Workplace. Toronto: Path Books. (2004) ISBN 1-55126-417-X. Reid, Lucy & Fred Evers. Working with Spirit: Engaging Spirituality to Meet the Challenges of the Workplace. Toronto: Path Books. (2004) ISBN 1-55126-417-X.

63. 24-Jan-0563 If interested in more information… Please contact Fred or Janet: Please contact Fred or Janet: Fred Evers Fred Evers 519-824-4120 ext. 56698 519-824-4120 ext. 56698 fevers@uoguelph.ca fevers@uoguelph.ca fevers@uoguelph.ca Janet Mitchell Janet Mitchell 519-824-4120 ext. 58084 519-824-4120 ext. 58084 jmitchel@uoguelph.ca jmitchel@uoguelph.ca jmitchel@uoguelph.ca See our web site: See our web site: http://www.erdu.uoguelph.ca/

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