Tiffany Denton, Assistant Director of Assessment College of Professional Studies Kelli Bratton, Assessment Center Coordinator College of Professional Studies

Note: Much of the material contained within this presentation is copyrighted © 2012, Organization Systems International and Lipscomb University

CORE™ serves a dual purpose: 1. PLA – Students are able to earn college level

credits for knowledge, skills, and abilities gained through prior learning experiences

2. Individualized Instruction – Students receive a personalized plan that drives development

Purposes of CORE™ Assessment

Prior Learning Experiences

Prior Learning Experiences

Career

Military

Prior Learning Assessment

Credit by Exam

Simulations

Work Samples

Certification Evaluation

Portfolio

PLA

A term used by colleges and universities to describe the process of earning college credit…from learning acquired through a student’s work, training, volunteer experiences, and personal life. (Colvin, 2006, p.192)

Prior Learning Assessment

Credit by Exam

Work Samples

Certification Evaluation

Portfolio

• Measures Knowledge, Skills,

and Abilities acquired through Prior Learning Experiences

• 15 Competencies

• Behavioral Assessment

• 6 Workplace Simulations • 2 Individual • 4 Group

• 8-hour Day

• Earn up to 30 PLA Credits

PLA

Simulations

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.

What are Competencies?

Knowledge Skills Ability Attitude

Competencies can be measured by performance.

Sort competency cards into three piles (10 cards per pile): Absolutely Must Possess Nice to Have – Not Critical Not Important for The Role

10 minutes to complete

Activity: Competency Card Sort

Competencies: Behavioral Performance Overt behavior is observable Observable behavior is measureable Covert behavior such as thoughts, feelings, personality preferences are not observable Behavior that cannot be directly observed is not as accurately measured (e.g., hiring evaluations)

(Griffiths & Washington, 2015; Organization Systems International, 2008)

Competencies: Active Listening • Behavioral Definition (What does Active Listening look like?) • Behavioral Indicators

• Performance

• measures demonstration

• measured against criteria

• measured by trained observers

(Griffiths & Washington, 2015; Organization Systems International, 2008)

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

Polaris Competency Model

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Communications Active Listening

Communicativeness Presentation Skills

Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness

Conflict Management Relationship Building

Team Player

Leadership Change Mastery

Influence

Management Organizing & Planning

Personal

Composure Initiative

Results Orientation Drive & Energy

15 CORE™ Competencies

Competency Research High Performing Leaders and Professionals

© 2008 Organizations Systems International

http://www.google.com/imgres?imgurl=http://www.logodesignsense.com/blog/wp-content/uploads/2010/09/Nike-Logo.jpg&imgrefurl=http://www.logodesignsense.com/blog/nike-logo-design/&usg=__GwpcFgWQyDxZ7R8eKHbLQ6n6-Pw=&h=400&w=400&sz=7&hl=en&start=1&zoom=1&um=1&itbs=1&tbnid=rMBbyZkh6v6F1M:&tbnh=124&tbnw=124&prev=/images?q=nike+logo&um=1&hl=en&rlz=1T4SKPB_enUS317US318&tbs=isch:1&ei=CraUTd_AI8nfiAKCyoydCQhttp://www.google.com/imgres?imgurl=http://www.pycomall.com/images/P/Hallmark_logo.jpg&imgrefurl=http://www.pycomall.com/product.php?productid=16952&usg=__3itd97oqV8h-7A-mBonlPpdYgWU=&h=400&w=400&sz=23&hl=en&start=1&zoom=1&um=1&itbs=1&tbnid=wGqz1a6Irt1y6M:&tbnh=124&tbnw=124&prev=/images?q=hallmark+logo&um=1&hl=en&rlz=1T4SKPB_enUS317US318&tbs=isch:1&ei=IraUTYjuOsXliAL4hZWdCQhttp://www.google.com/imgres?imgurl=http://3.bp.blogspot.com/_IYS6grl8xeU/SjDp-Cw46OI/AAAAAAAAADs/DhTtjdoNTxw/s400/Disney_logo.jpg&imgrefurl=http://amyadamsunnoficial.blogspot.com/2011/03/disney-logo-png.html&usg=__7yRbsFtH4kIILsJ6fgB_WeM6uAg=&h=400&w=400&sz=21&hl=en&start=3&zoom=1&um=1&itbs=1&tbnid=523eVJgRhsgm4M:&tbnh=124&tbnw=124&prev=/images?q=disney+logo&um=1&hl=en&rlz=1T4SKPB_enUS317US318&tbs=isch:1&ei=OLaUTZOvNNHZiAKylJnjCAhttp://www.google.com/imgres?imgurl=http://www.totalwatertreatment.com/wp-content/uploads/2009/03/ge-logo1.jpg&imgrefurl=http://www.totalwatertreatment.com/&usg=__lpEBoLrVWsGBtwYnoGZnDWjserw=&h=255&w=255&sz=21&hl=en&start=4&zoom=1&um=1&itbs=1&tbnid=IoE5D5PdtXw8LM:&tbnh=111&tbnw=111&prev=/images?q=GElogo&um=1&hl=en&rlz=1T4SKPB_enUS317US318&tbs=isch:1&ei=UbaUTYSvOPHSiAKinuicCQ

Participate in the Assessment Center

CORE™ Competency Development Process

Prior Learning

6 Qualified Students

6 Simulations

3 Trained Assessors

1 Administrator

Not a Place – a Process!

Sample Behavior Criterion

© 2008 Organizations Systems International

Rating the Competencies: Paint Bucket Theory

1 FAR BELOW STANDARDS

2 BELOW

STANDARDS

3 MEETS

STANDARDS/ PROFICIENT

4 EXCEEDS

STANDARDS AT TIMES

5 CONSISTENTLY

EXCEEDS STANDARDS

© 2008 Organizations Systems International

Badges: The New Currency Proficiency level mapped to digital

badges

One-on-one Feedback

Competency Report

Digital Badges

Student Feedback

Assessment Center

CORE™ Competency Assessment and Development Process

Prior Learning

+

Up to 30 Credits =

A personalized development plan is designed to help the learner develop the targeted competency

Go where they are. Recognize what they can do. Assist them in their journey. Develop their skills, knowledge and abilities to get where they want to go.

Lipscomb University’s PLA 20/20 Vision

Mobile Assessment Center

Lipscomb University’s PLA 20/20 Vision The New Face of

Face-to-Face Meetings (Mull ich, 2009)

Mullich (2009) explains, More and more, companies don’t see a black and white divide between face-to-face meetings and virtual connections. The two are complementing each other.

Gaming is a common activity in our culture

Gaming is used as a training tool in many industries Major corporations Department of Defense Medical community

Evidence exists that supports

technologies, inc luding gaming, as a valuable educational tool

Potential to provide powerful opportunities in higher education

Lipscomb University’s PLA 20/20 Vision Gaming Technology in

Education (Klopfer, Osterweil, Groff, and Haas, 2009)

Colvin, J. (2006). Earn col lege credit for what you know (4th ed.) . Chicago: Counci l for Adult & Experiential Learning.

Gri ff i ths, B., & Washington, E. (2015). Competencies at work: Providing a

common language for talent management. Business Expert Press. New York.

Klopfer, E., Osterwei l , S., Groff , J., & Haas, J. (2009). Using the

technology today, in the classroom today: The instruct ional power of digi tal games, social networking, simulat ions and how how teachers can leverage them. Creative Commons.

Mul l ich, J. (2009). The new face of meetings: Eff ic iencies, Technology, and

Greater Metrics Bring Greater ROI. Retrieved May 20, 2015, from http:/ /onl ine.wsj.com/ad/ar t ic le/global travel- face Organization Systems International (2008). CORE debrief [PowerPoint

sl ides].

Bibliography

Slide Number 1 Purposes of CORE™ AssessmentPrior Learning ExperiencesPrior Learning AssessmentPrior Learning AssessmentWhat are Competencies?Activity: Competency Card SortSlide Number 8Slide Number 9Polaris Competency Model15 CORE™ Competencies15 CORE™ Competencies15 CORE™ Competencies15 CORE™ Competencies15 CORE™ Competencies15 CORE™ Competencies15 CORE™ CompetenciesCompetency Research�High Performing Leaders and Professionals CORE™ Competency Development ProcessNot a Place – a Process!Sample Behavior Criterion Rating the Competencies: �Paint Bucket TheoryBadges: The New Currency� �Student FeedbackCORE™ Competency Assessment and Development ProcessSlide Number 26Lipscomb University’s PLA 20/20 VisionLipscomb University’s PLA 20/20 VisionLipscomb University’s PLA 20/20 VisionBibliography