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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

Developing a Competency Based Organization

Corey Seemiller, PhD

Director of Leadership Programs

The University of Arizona

slide3

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
slide6

SLCs

Knowledge, Value, Ability, Behavior

slide10

Using Competencies

  • Competency mapping
  • Curriculum development
  • Marketing
  • Evaluation
  • Reporting

Competencies

Competencies

slide11

Competency Mapping

  • Review all program, event, curricular, and positional learning outcomes and associate outcomes to competencies.
slide12

Competency Mapping

  • Determine strengths and gaps related to competencies.
slide13

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
curriculum development
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)
slide15

Curriculum Development

  • Create tailored curriculum based on academic program.
marketing
Marketing
  • Put all intended competencies on websites, in syllabi, etc. so students could determine a good fit.
marketing1
Marketing
  • Develop a searchable database by academic program to help students identify critical competencies.
slide18

Marketing

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

leadership.arizona.edu

marketing2
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]
evaluation
Evaluation
  • Provide opportunities for students to self evaluate.
evaluation1
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:

slide23

Evaluation

  • Analyze learning and development for program effectiveness.
slide24

Evaluation

  • Benchmark between similar programs.
slide25

Evaluation

  • Benchmark across programs.
evaluation2
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)
reporting
Reporting
  • Students can showcase in paper portfolios and ePortfolios.
reporting1
Reporting
  • Students can showcase in their co-curricular transcripts.
resources
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