Dean Charla Long

Report
The Promise of
Competency-Based
Education (CBE)
EWA National Conference
Nashville, TN
May 20, 2014
Dr. Charla Long
Dean, College of Professional Studies
“Competency-based approaches to education
have the potential for assuring the quality and
extent of learning, shortening the time to
degree/certificate completion, developing
stackable credentials that ease student
transitions between school and work, and
reducing the overall cost of education.”
~Dear Colleague Letter, DOE, March 2013
What are Competencies?
Knowledge
Skills
Ability
Attitude
Every workplace role is, at the simplest level,
a collection of competencies.
 Every role has a unique competency combination.
 Every role requires different levels of competence.
Focus is on what’s needed to be successful in that role.
CBE Definition
 Academic program INTENTIONALLY
DESIGNED to ensure students can
DEMONSTRATE their LEARNING of the
knowledge, skills, abilities, and attitudes
NEEDED by person IN THAT MAJOR field of
study by utilizing AUTHENTIC
ASSSESSMENTS that are VALIDATED FOR
QUALITY.
How are Competencies Used in Higher Ed?
 Every academic major or program has
unique competency combination.
 Some competencies apply to everyone – like general education
requirements.
 Other competencies focus is on the knowledge, skill, ability, and
attitude person with that major/degree should possess.
CBE shifts thinking from course completion to competence
achievement.


When a student demonstrates competence, they get “credit” for it.
Doesn’t matter how or when the competence is developed.
Current Federal Happenings
President Obama openly
supports CBE.
U.S. DOE is exploring “experimental
sites” to waive some Title IV
(financial aid) requirements for CBE
innovation.
Major foundations
(Gates, Lumina) are
funding CBE work.
Competency-Based
Education Network (CBEN) determining best
practices and
scaling/spreading
models.
Congressional
Briefings
Today’s Adult Learner
Lipscomb Story
Story Began in 2007
Before the National Movement Had Started
Step 1
•Define Competencies
 Requirement: Connect to the workplace.
 Requirement: Include tested, proven, reliable
and valid performance indicators identified by
employers.
 Requirement: Use a valid competency model.
 Licensed the Organization Systems International’s Polaris Model
 A competency model used by over 150 employers, including many
Fortune 100 companies
Polaris Competency Model
 41 Key Competencies
 Includes expandable competencies like Functional/Technical
Expertise, Organization Knowledge, Industry Knowledge,
Technology Savvy
 7 Categories







Communication
Conceptual
Contextual
Interpersonal
Leadership
Management
Personal
Competency Examples
Communications
Active Listening
Communicativeness
Presentation Skills
Leadership
Change Mastery
Influence
Conceptual
Problem Solving & Decision
Making
Management
Organizing & Planning
Interpersonal
Assertiveness
Conflict Management
Relationship Building
Team Player
Personal
Composure
Initiative
Mission Focus
Results Orientation
•Establish Competency
Framework
Step 2
Not every role
needs every
competency.
Different roles
may require
differing levels
of proficiency.
Performance
indicators
suggest
behaviors for
each level.
Competence
can be
mapped
against an
employee
pipeline.
Pipeline
Equivalent
Proficiency
Level
Description of Competency Proficiency
Strategic
Leader
4
Master/Guru
Demonstrates mastery of competency and is
capable of mentoring & coaching others in its
application.
Functional
Manager
3
Exceptional/Exp
ert
Demonstrates expert application of competency and
is capable of coaching others in its application.
First Level
Supervisor
2
Accomplished
Practitioner
Demonstrates advanced competence and is
capable of modeling this competency for others.
Individual
Contributor
1
Basic/Elementa
ry
Possesses the fundamental knowledge, skills, and
motivations needed for this competency, can
consistently apply this competency.
0
Inadequate
Falls short of the knowledge, skills, and motivations
needed in this competency for role. Development is
needed to reach required standard.
•Create a Badging
Ecosystem
Step 3
Electronic Storage and Display
Electronic Storage and Display
•Choose Rigorous
Assessments
Step 4
 Requirements included:
 Objective and consistent
 Relevant and job related
 Precise and in-depth
 Valid and highly reliable
 Fair and provide opportunities to demonstrate skills
 Supportive of diversity
 Assessment choices included tests, projects,
and behavioral-based measures.
 Connection to what person can demonstrate led us to choose
behavioral or project-based assessments as primary tools.
Active Listening Criterion
Active Listening Criterion
In-Basket Interview
Step 5
•Customize as Needed
 Full deck of 41
competencies
 Allows for build out
based on:
 Technical expertise
 Functional knowledge
 Organizational
knowledge
 Industry knowledge
Lipscomb creates custom build outs
for corporate clients.
Areas to Cover
Area 1
•Competencies Defined
Area 2
•Competency Framework
Area 3
•Badging Ecosystem
Area 4
•Rigorous Assessments
Area 5
•Customization
Area 1
•Competencies Defined
 Are all competencies clearly articulated?
 Are you leaving out any “soft skill”
competencies and focusing only on technical
expertise?
 Are there commonalities between the
different competency standards?
Area 2
•Competency Framework
 Are you direct assessment or credit -based?
 Do you have “degrees” of competence for a position?
 Is it a check mark or a level?
 How do you define the competencies for supervisors,
trainers, or assessors of others?
 Are they at a higher level of the same set of competencies or
are additional competencies needed?
 Do you allow for continuing education or greater
competency development?
Area 3
•Badging Ecosystem
Could you standardize some of the
credentials so it could count in multiple
arenas?
Could badges help individuals build their
credentials over time or encourage more
diversity?
Could badges be positioned as an outward
sign of credentials?
Area 4
•Rigorous Assessments
Only as good as your assessment process
Must be able to clearly and consistently
evaluate across all credential methods
 Can’t have double standard for portfolio and classroom
What are your requirements?
 Objective and consistent; Relevant and job related; Precise and
in-depth; Valid and highly reliable; Fair and has opportunity to
demonstrates skills; Supportive of diversity
Area 5
•Customization
Do you allow for customization based on
market needs?
Do you utilize platform to undergird and
unite all programs, even when customized?
Questions?

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