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Developing a Competency Based Organization

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

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Developing a Competency Based Organization

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  1. Developing a Competency Based Organization Corey Seemiller, PhD Director of Leadership Programs The University of Arizona

  2. Purpose and Rationale

  3. SLC Creation • Coded 17,577 learning outcomes Version 1.0, July 2008-August 2008 Document 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

  4. Accrediting Agencies

  5. Accrediting Agencies

  6. SLCs Knowledge, Value, Ability, Behavior

  7. SLC Findings-Snapshots

  8. SLC Findings-Career

  9. SLC Findings-Competency

  10. Using Competencies • Competency mapping • Curriculum development • Marketing • Evaluation • Reporting Competencies Competencies

  11. Competency Mapping • Review all program, event, curricular, and positional learning outcomes and associate outcomes to competencies.

  12. Competency Mapping • Determine strengths and gaps related to competencies.

  13. 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

  14. 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)

  15. Curriculum Development • Create tailored curriculum based on academic program.

  16. Marketing • Put all intended competencies on websites, in syllabi, etc. so students could determine a good fit.

  17. Marketing • Develop a searchable database by academic program to help students identify critical competencies.

  18. Marketing • Develop a searchable database by competency to help students identify a program/experience that is right for them. leadership.arizona.edu

  19. 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]

  20. Marketing

  21. Evaluation • Provide opportunities for students to self evaluate.

  22. Evaluation • Measure student learning and development. • Self-reported evaluations after every event, experience, or role • 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: 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:

  23. Evaluation • Analyze learning and development for program effectiveness.

  24. Evaluation • Benchmark between similar programs.

  25. Evaluation • Benchmark across programs.

  26. 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)

  27. Reporting • Students can showcase in paper portfolios and ePortfolios.

  28. Reporting • Students can showcase in their co-curricular transcripts.

  29. Resources • Leave a business card if y0u would like to be notified when the book and database are available. • Corey Seemiller, PhD • crs@email.arizona.edu • leadership.arizona.edu www.studentleadershipcompetencies.org

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