Lynda Fuller Don Durandetta Wilmington University.

A Competency-Based Pilot Program in Human Resource Management

Lynda FullerDon Durandetta

Wilmington University

Topics

Why competency based learning?

Why the Human Resource Management Program?

Steps in the process

Administrative Issues

Challenges

BackgroundPrivate, non-profit university

18,000 students; six academic colleges

Mission: provide opportunities to underserved

Business model

College of Business—ca. 5,000 students

Traditional credit-hour system120-credit programs

About 40 courses (3-credits)

BackgroundActive online programs

Experiential learning initiative

Internships

Cooperative education Develop “tracks” in selected programs

Select courses to be offered in co-op modality

College of Online and Experiential Learning

BackgroundCouncil for Adult and Experiential

Learning (CAEL)

Interest in Competency Based Learning

Southern New Hampshire University

Western Governors University

DePaul University New School for Learning

BackgroundStarted to look at two programs

College of Technology—Information Systems

College of Business—Human Resource Management

Developed some assumptions and guidelines

Communication with faculty senate

BackgroundAssumptions and guidelines

Track within a program

Equivalent to current “120-credit” programs

Compatible with student needs

Financial aid and tuition reimbursement

Recognizable transcript formats

Fit adult learner model

Compatible with university systems

What is a Competency?Learning outcomes

Knowledge, skills and abilities (Ewell, 2001)

CompetencyHigher categorical level than learning

outcomes

Combination of knowledge, skills, and abilities

Application of knowledge, skills and abilities in a variety of ways…situations

Clearly defined and objectively measured

Mastering a CompetencyPrior learning

Formal or informalCLEP / DANTESCertificationsSelf-study

Experiential Learning Career/professional experiencesMilitary serviceCo-ops, internships

Traditional courses

Measuring Competencies Verifiable rigorous assessments

Multiple assessments per competency

Knowledge, facts, theory

Skills and abilities

Portfolio of approach to mastery of competencies

Comprehensive program examination

General Concept

CurrentProgram Courses

(goals and learning

objectives)

DefineProgram

Competenciesand

Assessments

Program CourseCredits

To Generate

A“Typical”Program

Transcript

Dissect Reassemble

Middle States PilotDetailed instructions

Key inputs requested

Description, population served, need

Administration, resources

Student assistance to master competencies

Quality assurance

Equivalency to current credit hour programs

Why Human Resource Management?Society of Human Resource Management

Competency based guidelines

Nine broad areas of competencies

Well defined and structured

Current program aligned with SHRM

Current HRM Program OutlineProgram is 120 credit hours

General education 39 credits

General business core 33 “

HRM program core 33 “

Business electives 9 “

Free electives 6 “

HRM Core CompetenciesStarted with SHRM nine competencies

Identified key learning outcomes in each

Compared to current program goals

Added competencies or reduced redundancies

Defined 28 HRM program competencies

Assessments

Mapped these back to current courses

Business Core CompetenciesBusiness core contains fundamental courses

Eleven course (33 credits)Major disciplines represented

CompetenciesReevaluated what was “needed to know”Reduced redundancies and streamlinedAbout four per course

AssessmentsMap to courses

General Education CompetenciesGraduation competencies

Start with University values Relate values to University graduation

competenciesAlign with more specific performance

competenciesDevelop learning activities/objectivesDevelop appropriate assessments

Competencies align with any programSame general education requirements for most

degreesSome programs has special needs (i.e. math)

Population served & NeedsPopulation of adult learners

Experience in business organizationsExperience in HR fieldHave prior learning

Population needsSmooth path to degreeEfficient use of timeCredit recognition of organizational

experiencesCredit for prior learning

Administration and ResourcesStudent program advising

Evaluate incoming student inventory of knowledge, skills and abilities

Map efficient path to degree

Competencies to challenge upon entry

Plan to master other competencies

Maintain map of competencies mastered

Competency Map

Project Manageme

nt

Principals of Mgt.

Salary & Benefits

HR Law

Supervisory Mgt.

Strategic HR

CostAccounting

Organizational

Development

International HR

Organizational Behavior

Finance

Marketing

Competency Planning Map

Certification

Co-opSelf-study

Learning unit

PLA Course Course CLEP

Learning unit

Prof exp Co-op Self-study

Role of FacultyAdvisor

Works closely with the advising supportAcademic support for competency maps

Academic facilitatorHelps develop competency assessmentsGrades competency assessmentsHelps guide students toward competency

mastery Suggests/provides resources Develops supplementary learning units Instruction as needed

Quality assuranceOutcomes assessment process

Develop OA process for competency program Keep as close to current OA process as possible Use similar types of assessments

Comprehensive program-level assessment Current programCompetency based program

Develop portfolio of mastery of competencies

Challenges along the wayA lot of work!

Aligning views of how the process should work

Defining /determining competencies

Comparability to current programs

Efficiency of the support and instruction processes

Will a CBE program actually benefit students?

Still to Do

Refine competency definitions

Develop rigorous assessments

Complete map to traditional transcripts

Test the administrative & support functions

Improve all of our programs!

Questions?