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A model of Assessing Competencies of Undergraduate Business Students at Grant MacEwan College. Lyle Benson and Davar Rezania. 2005-2008 Processes. Definition of learning outcome Competency profile Professional skills Performance benchmarks Curriculum mapping of benchmark to courses

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A model of Assessing Competencies of Undergraduate Business Students at Grant MacEwan College

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A model of assessing competencies of undergraduate business students at grant macewan college l.jpg

A model of Assessing Competencies of Undergraduate BusinessStudents at Grant MacEwan College

Lyle Benson and Davar Rezania


2005 2008 processes l.jpg

2005-2008 Processes

  • Definition of learning outcome

  • Competency profile

  • Professional skills

  • Performance benchmarks

  • Curriculum mapping of benchmark to courses

  • Faculty team analysis

  • Revisiting professional skills

  • Data collection

  • Preliminary results


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Definition of learning outcome

2005: The literature reviews from peer-reviewed journals on the following databases:

  • ERIC

  • Expanded Academic ASAP

  • Academic Search Premier

  • Business Source Premier

  • MasterFILE Premier

    The search targeted material dated from 2000 onwards.


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Definition of learning outcome

  • There is overwhelming agreement in the literature that the skills that will help business graduates succeed in the workplace go far beyond the content area knowledge traditionally associated with schools of business. The professional skills that are most frequently mentioned are the ability to think abstractly, analytically and critically; writing and presentation skills; the ability to work in a team; interpersonal skills including the ability to handle conflict or criticism; technology; and information literacy (Taylor, 2003; Vice and Carnes, 2001, Harpe, Radloff & Wyber, 2000; Candy, 2000). In fact, employers are quoted as valuing these “soft” or professional skills more highly than specific functional knowledge (Taylor, 2003).


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Definition of learning outcome

  • “soft” skills will tend to be lost if they are not made explicit in the curriculum Montano, Anes, Hassall, & Joyce, 2001 and Milne and McConnell (2001).

  • Writers note a perception among students and faculty that relational and behavioural themes are less legitimate than content themes (McAlister; Medline, Graves, & McGowan, 2003).


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Definition of learning outcomes

  • these generic skills should be attained in an integrated way (Bath et al., 2004; Arquero, Anes, Hassall & Joyce, J., 2001; Harpe et al., 2000).

  • learning occurs most effectively in context so that professional skills need to permeate the curriculum. Discipline knowledge and professional skills are interdependent (Robley, Whittle & Murdoch-Eaton, 2005; Bath et al, 2004; Harpe et al, 2000; Johnston & Webber, 2000).


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Competency profile

  • What differentiates a high performing undergraduate student from an average undergraduate student?


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Professional skills (2005)

  • Ethical Practice

  • Presentation Skills

  • Writing Skills

  • Research Skills

  • Group work Skills

  • Case Study Analysis Skills (critical thinking)

  • Technology Skills

    * Note also ASCSB requirements for undergraduate degrees.


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Performance benchmarks

  • Benchmarks were developed for each professional skill for years 2,3, and 4 (see handouts)


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Curriculum mapping of benchmark to courses

  • Ethics example


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Faculty team analysis (2007-2008)

  • Review professional skills in 2nd/3year core courses

  • Show assessment methods with marking rubrics for each professional skill

  • In each major review curriculum maps for all professional skills and create plan for addressing identified gaps


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Example of Marking rubrics

  • TEAM PROCESS EVALUATION (15%)

  • ______________________________________________________________________

  • Section A - Course Content

  • / 20 marks - Tuckman’s Analysis of your group.

  • - remember to do research on Tuckman and in text citations and references.

  • - identified two examples of the group’s behaviour within each stage.

  • - identified two examples of your behaviour which you did in each stage, which helped your group’sprocess be more effective.You cannot simply be an observer or do work.

  • - 20- excellent insight and analysis, 17 - very good analysis, 15 - good analysis, 13 - basic analysis

  • /20 marks

  • Section B - Professional Skills

  • 1. Group Work

  • / 5 marks - In-class 360 Degree Feedback – Keep Doing, Start Doing, and Stop Doing

  • - this is based on the 360 Degree face –to-face feedback you received from your Team Member Evaluation and the insights you gained about your behaviour in the group about what do you have to Keep Doing, Start Doing, and Stop Doing.

  • - 5- excellent insight and analysis, 3 - good analysis, 2 - basic analysis

  • / 4 marks – Chairing Two Meetings

  • - prepare and chair two team meetings and report on them.

  • - 4- excellent insight and analysis, 3 - good analysis, 2 - basic analysis

  • / 4 marks - Final 360 Degree Feedback

  • - this is based on the final out-of-class 360 Degree face-to-face feedback you received from your Team Member Evaluation.

  • - determine the contribution mark of each group member for the written research paper.

  • -what was the feedback given to you about how you participated as a team member? What have you learned about yourself and group processes that you can apply to other MacEwan course projects, work situations, etc.?

  • - 4- excellent insight and analysis, 3 - good analysis, 2 - basic analysis

  • / 3 marks - Time Sheet Activity

  • - list each week, record activities for each day of the week, and record hours worked on each activity.

  • 3- excellent activity report, 2 - good activity report, 1 - basic activity report

  • /16 marks


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Example of Marking rubrics

  • 2. Writing Skills Marks Available Received

  • Centered title page with course name, #, and section. 1 _____

  • Student’s name and instructor’s name.

  • Table of contents 1 _____

  • Uses headings for sequences 1 _____

  • Introductory report statement. 2 _____

  • Clear, concise, and readable. 2 _____

  • Grammar, punctuation, sentence structure, and tenses. 3 _____

  • /10 marks

  • ______________________________________________________________________________

  • 3. Research - APA Format

  • Alphabetical references. 1 _______

  • Proper APA reference citations for Tuckman . 4 _______

  • ( Not simply database urls.)

  • In text citation of primary sources 5 _______

  • (Author(s), year, and page number(s).)

  • In text citation of secondary sources.

  • (Author “as cited in”.)

  • / 10 marks

  • Tuckman’s Analysis of your group /20 marks

  • Group Work /16 marks

  • Writing Skills /10 marks

  • Research - APA Format /10 marks

  • __________/ 56 Total Marks

  • __________/ 15%


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Revisiting professional skills(2008)

  • From skills to competency


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Example: Group Work

Definition: -varies personal behaviour, appropriately acting as both team leader and team member, to make and support business and industry decisions.

  • 1. Defines the task and the team’s process and develops plans on how to proceed with the task and the team’s process.

  • 2. States personal ideas and feelings and asks team members for their ideas and feelings about the task and the team’s process.

  • 3. Summarizes and joins together major points discussed and figures out sources of difficulties in accomplishing the task and difficulties in the team’s process.

  • 4. Compares personal contributions and the team’s accomplishments with the team’s stated task goals and the team’s stated processes.

  • 5. Encourages team member participation through acknowledging and praising team member contributions.

  • 6. Makes sure team members understand what each other is saying in order to find solutions to team member problems.


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Example: Case Study Analysis

Definition: demonstrates logical critical thinking skills to make and support business and industry decisions.

  • 1. Follows a variety of prescribed logical critical thinking skills to analyze cases, such as identifying problems, symptoms, and causes, etc.

  • 2. Identifies a chain of events to analyze root causes of case issues or capitalize on case opportunities.

  • 3. Identifies pros and cons or advantages and disadvantages of alternatives in the case based on criteria, such as costs, time, urgency, importance, personnel, expertise, etc.

  • 4. Develops a realistic action plan with a timeline for implementation.

  • 5. Evaluates large amounts of ambiguous or disorganized information and data, and selects the most relevant information to apply to the case.


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Example: Presentations

Definition: effectively creates and delivers individual and team presentations to make and support business and industry decisions.

  • 1. Has a structured presentation with an introduction, body, and conclusion.

  • 2. Has logical and emotional key points with supporting data and examples.

  • 3. Uses an appropriate medium to highlight key points in the presentation, such as, visuals, props, handouts, music, etc.

  • 4. Uses a logical and emotional chain of linkage between key points.

  • 5. Uses discussions, questions, and activities.

  • 6. Uses gestures appropriately.

  • 7. Varies voice volume, rate, and tone.


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Questionnaire


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Data collection

Pilot courses

ORGA 201

ORGA 316

ORGA 310 (critical incidents)


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Factor Analysis


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Discussion

  • Next steps

  • Validation

  • Measurement of Progression

  • Collaboration


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