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Competency Development in the Blended and Online Business Learning Environment of the MBA Program at UMUC Faculty Assistants make a difference! November 2007. Contributors. Jacob Krive, MBA, MS, Faculty Assistant Lee Ann Graul, MBA, Faculty Assistant

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Contributors

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  1. Competency Development in the Blended and Online Business Learning Environment of the MBA Program at UMUC Faculty Assistants make a difference!November 2007

  2. Contributors • Jacob Krive, MBA, MS, Faculty Assistant • Lee Ann Graul, MBA, Faculty Assistant • Jomarie Bliss, MBA, MS, Faculty Assistant • Jane Ross, PhD, Program Director

  3. Outline • Faculty Assistant role • FA / Faculty relationship • Competency based learning • Competencies • Challenges / solutions • Practical application

  4. Practical application of Faculty Assistants to foster Competency Development

  5. Faculty Assistant Role • FA as “first line” in student contact: • Close monitoring of student performance • Assist with linking competencies to assignments • Help students construct their own learning • Timely completion of effective assignments • Questions or problems with assignment deliverables • Effective team work • Guidance for working/writing at graduate level

  6. Faculty Assistants / Faculty Team • Open communication and teamwork • Faculty Assistants: value and integral role • Instructors and Faculty Assistants maintain transparent communications • Work together in student support • Course Manager updated on any issuesProactive stance is best. Prevent problems!

  7. Competency Based Learning • MBA Program • Students • Instructors • Faculty team • Competencies

  8. Competency “a knowledge, skill, or attitude that enables one to effectively perform activities of a given occupation or function to the standards expected in employment”4 International Board of Standards for Training and Performance Instruction (IBSTPI)

  9. Ethical leadership  Teambuilding skills Communication skills Critical thinking Technology fluency Executive decisions Decision making Systems thinking Diversity/Cross-cultural perspectives Competencies • Information literacy/research skills

  10. Competency Selection • Multiple sources • State, University, Faculty team including Executive in Residence and Faculty Assistants • MBA program Faculty bring worldwide experience to competencies needed in this global era • Competency-based curriculum is continually enhanced through faculty feedback, new research, and consultation with industry leaders 1

  11. Competencies • Why are competencies needed? • Link “real life” and assignments • feedback from business community • bridge studies and professional development • stimulate self reflection and assessment • business needs people who are able to apply these critical skills on the job

  12. Competency Characteristics • Competency Based Instruction • Competency goes beyond skill acquisition • Reflects knowledge base and its application • Content-Specific Competencies • Different management skills are needed3

  13. Assessment of performance Demonstration Competencies Integrative Learning Experiences Skills, Abilities, and Knowledge Learning Experiences Foundation5 Traits and Characteristics Acquired skills, abilities, and knowledge Developed in the learning process

  14. Challenges / Solutions • Diverse student base characterized by range of student preparedness and abilities • Students often do not understand competency-based learning and importance of competencies • Faculty may not understand competency-based teaching and learning nor how to apply it • Faculty Assistants are vital in bridging the gaps

  15. Challenges / Solutions • Inexperience (of faculty and students) in applying competencies to course assignments, discussions, and professional development - Thinking, Planning, Application, Improvement • At the course level, this is reflected in quality of student work, summaries, and wrap-ups • Faculty Assistant involvement is critical to process improvement and their value increases each term

  16. Challenges/Solutions • Connect diverse student-faculty body in an online environment – Use of technology • Example: Elluminate to connect student and faculty around the world

  17. Practical Application • Competencies foster continuous reflection • Term-long team case study provides opportunities to practice competency development in relatively risk-free situation • Experiences of MBA program alumni

  18. Practical Application • Enhanced learning • More self-knowledge • Contributes to professional development • Fosters ‘thought leadership’ • Real-life experience • Student examples of competency value

  19. Value of critical thinking competency applied in my work - Barbara Jones, AMBA 606 “I had been trying, literally, for months, to spend some time with our CFO to present some critical insurance proposals. It was incredibly difficult to schedule time with him, and I finally asked for a maximum of 30 minutes. I had to present months of research and proposals, but I did it by creating a bullet-format Executive Summary listing challenges and possible solutions, as well as a corresponding table. Finally, I included a three bullet recap of my recommended solution. The meeting was over in well under 30 minutes and I had his full support. Later he called, complimented me, and thanked me for distilling the facts down to manageable bits of information.I just wanted to let you know that the Executive Summary skills we have practiced this semester can indeed serve us well in our careers.”

  20. Lessons Learned and Discussion • Competency development in blended and online business learning environments is hard work for faculty and students alike • Practical application in competency-based teaching and learning is enhanced by Faculty Assistants working with students and instructors • Discussion - we welcome your views!

  21. References • Waner, K. K. (Dec 1995). Business communication competencies needed by employees as perceived by business faculty and business professionals. Business Communication Quarterly, 58 (4). • Brown, W. S. (Fall 1998). Power of Self-Reflection through Epistemic Writing (business students evaluating their education). College Teaching p135(1). • Chyung, S.Y., Stepich, D., & Cox, D. (2006, Aug/July). Building a competency-based curriculum architecture to educate 21st century. Journal of Education for Business, 81(6), 307-314. Retrieved September 22, 2007 from Education Full-Text Wilson Web database. • International Board of Standards for Training and Performance Instruction. (2005). Competencies. Retrieved September 22, 2007 from http:// www.ibstpi.org/ competencies.htm. • National Center for Education Statistics. (2002). Defining and assessing learning: Exploring competency-based initiatives (NCES 2002-159). Retrieved September 22, 2007 from http://nces.ed.gov/pubs2002/2002159.pdf.

  22. Competency Development in the Blended and Online Business Learning Environment of the MBA Program at UMUC Faculty Assistants make a difference!November 2007

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