Using a Competency-Based Education Model to Lead People in Network Marketing

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1 Pathways to Careers Using a Competency-based Education Model Sharon Cooper, Professor of Business Dr. Lisa M. Mehlig, Vice President of Institutional Effectiveness Forum for Excellence: September 23, 2015

2 Participants will explore: Outcomes How CBE can enable stakeholders to better articulate the value of post-secondary credential(s). How CBE can enhance student-centered focus.

3 Participants will explore: Outcomes Development of an alternative degree pathway postsecondary credentials at a community college. Use of the Lumina Foundation Degree Qualification Profile to support meaningful engagement and common understanding of learning outcomes. Creation/use of quality authentic assessments for a competency based degree pathway.

4 What is your primary role at your institution? Administrator Assessment Professional Faculty

5 Disruption in Higher Ed? Myth Fact

6 Most disruptive potential disruptive forces? Rising costs Disappearing funding Decline in student Alternative sources of credentials Question of quality

7 Pathways must be Accessible Personalized Rigorous

8 Why Competency-based Education (CBE)? Source: National Postsecondary Education Cooperative (2002). Defining and assessing learning: Exploring competency-based initiatives,

9 If this is a unit of learning, a piece of information or knowledge a skill then this is what learning looks like in a traditional educational pathway.

10 If this is a unit of learning, a piece of information or knowledge a skill then this is what learning looks like in a CBE pathway.

11 RVC s Approach to CBE Is career aligned, but isn t job training Rests upon a backward designed student learning experience developed collaboratively by teams of faculty. Adopts a hybrid approach that combines the advantages of personalized adaptive learning and traditional learning environments. Emphasizes interactively, real-world projects, and powerful social experiences. Harnesses the power of data analytics to boost graduation rates

12 Alignment to Lumina DQP Specialized Knowledge Most who receive degrees pursue specialized areas of study and are expected to meet knowledge and skill requirements of those areas. Specialized accrediting associations and licensure bodies have developed standards for many such fields of study. But all fields call more or less explicitly for proficiencies involving terminology, theory, methods, tools, literature, complex problems or applications and cognizance of limits. These reference points for student achievement of specialized knowledge are addressed in the proficiencies presented below. DQP Associate Level Proficiency RVC ISLO Analytical Reasoning Global Awareness & Resp. Comm. Personal Resp. Describes the scope of the field of study, its core theories and practices, using field-related terminology, and offers a similar description of at least one related field. Applies tools, technologies and methods common to the field of study to selected questions or problems. Generates substantially error-free products, reconstructions, data, juried exhibits or performances appropriate to the field of study. 1 3,5 2, 4 7? 4 1,2 1,2,6

13 CBE Model Associate Degree in Business

14 Creating Quality Assessments for CBE that are Authentic Direct Related to other measures Meaningful to all stakeholders

15 Performance Assessment Based on observation and judgment of student s demonstrated skill or competency Emphasis on Production Demonstration of knowledge and skills acquired Potential for authenticity/ real-world tasks

16 Designing Performance Assessment Tasks Are essential content and skill learning targets integrated? Is the task teachable? feasible? challenging/stimulating? authentic? Are multiple solutions possible? Is the nature of the task clear? Are scoring criteria included?

17 EXAMPLE Management/Leadership Competencies Create business plans Organize business resources Identify effective leadership tactics Evaluate performance to plan Identify factors that influence behavior and their relationship to outcomes in organizations

18 EXAMPLE Team Project Overview Overview Throughout this course, you will study how people in organizations behave, interact with and relate to each other. As you will learn, there are many theories about these subjects. Over time with new research, information and ways of conducting business, these theories change. How do theories and the subjects covered in this course relate to reality? How do they relate to the day-to-day practices of managers? How do they relate to other courses you are taking throughout your course of study? The purpose of this project is to examine real management practices and relations in business and analyze how they relate to theories and study of organizational behavior. In so doing you will gain a better understanding of behavior in organizations. You conduct interviews with manager(s) and then determine the validity and application of theories learned throughout the course in relation to these activities. In addition, you will have a chance to work with others on a team. This is a time for you to look at group behavior and dynamics in action. How does your role in the group affect the success in the group? What types of interactions happen? How does your experience relate to class discussions and the text?

19 EXAMPLE Management/Leadership Competencies Create business plans Organize business resources Identify effective leadership tactics Evaluate performance to plan Identify factors that influence behavior and their relationship to outcomes in organizations

20 Q&A