Soft skills and behavioural competencies in higher education programmes

Transcription

1 Soft skills and behavioural competencies in higher education programmes Prof. Fabrizio Gerli Venice, December

2 Soft skills (or «behavioral competencies»): a matter of performance 2

3 More important than technical skills Can be expressed in every job 3

4 What is a behavioral competency? It is a characteristic of an individual that is causally related to a superior performance in a job (Boyatzis, 1982) COMPETENCY SUPERIOR PERFORMANCE It is a set of behaviors organized around a specific intent, which lead to a superior performance (Boyatzis, 2009) ACTION + SUPERIOR INTENT = PERFORMANCE 4

5 The impact of behavioral competencies: some examples Ruoli Risultati Ricerche Financial consultants Greater revenues for the company Boyatzis, 2006 Aircraft pilots (US Navy) Greater mission accuracy, less accidents Koman, Wolff, 2008 Priests Scientists (NASA) School headmasters Greater satisfaction of the believers, sense of belonging to the community, deeper religious feelings Greater contribution to the projects and to the development of their organization Better performance at everly level (primary, secondary schools) and better relations with the community Boyatzis, Brizz, Godwin, 2011 Dreyfus, 1991 Williams, 2008 Hotel frontdesk staff Better customer satisfaction. Less stress. Kim, Yoo, Kim, 2012 Teachers Better working satisfaction Anari, 2012 Bank employees Better quality of their service as perceived by the customers Beigi, Shirmohammadi, 5

6 The impact of behavioral competencies: some examples Ruoli Risultati Ricerche Students Students Better school performance (Tests scores: +28%/+39% ) Greater pro-social behaviors (less violence, bullying, racism ) Better communication, cooperation, involvement in the life of the community, resilience. Less use of drugs and alcohol, less stress. Better university performance. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving college and career readiness by incorporating social and emotional learning. Washington DC: American Institutes for Research College & Career Readiness and Success Center. 6

7 MBA Programs Want an MBA From Yale? You're Going to Need Emotional Intelligence By Francesca Di Meglio May 15,

8 ei.yale.edu 8

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12 Collaborative for Academic, Social, and Emotional Learning (CASEL) 12

13 Action Awareness The model of Emotional and Social Competencies Ourselves Others Self-Awareness Social Awareness Self- Management Relationship Management 13

14 Cluster: Self-Awareness Understanding what we are feeling to guide our decisional process. Understanding our own strenghts and weaknesses. 14

15 Cluster: Self-management Self-control Conscientiousness Adaptability Achievement orientation Optimism 15

16 Cluster: Social awareness Empathy Organizational awareness Service Orientation 16

17 Cluster: Relationship management Conflict management Development of others Persuasion Inspirational Leadership Teamworking Change Agent 17

18 Cluster: Cognitive competencies System thinking Pattern recognition 18

19 Ca Foscari Competency Centre 19

20 The CFCC s mission The Ca Foscari Competency Centre (CFCC) is an academic Centre with the aim to carry out research activities and to provide a range of services related to the assessment and the development of behavioral competencies in the higher education. The main aim of the CFCC is to improve the employability of those who attend the educational programmes offered by Ca Foscari University through the analysis and development of their behavioral competencies portfolio 20

21 The CFCC s mission The CFCC aims to become an international landmark for the study and implementation of competency-based methodologies in the academic context. The CFCC will further develop the most advanced international experiences which have addressed the development of behavioral competencies in the academic setting as well as will explore new lines of research. The research output of the Centre will contribute to enhance the qualitative matching between the students characteristics and the firms requirements. 21

22 The CFCC s final users Students to whom the Centre offers an assessment tool of their human capital in order to plan their development programmes and their future in the labor market; Faculty of Ca Foscari University to which the Centre provides evaluation tools for defining programmes, contents and teaching methods with the aim to enhance the students behavioral competences; Firms and local labor market operators to which the Centre offers a support for the monitoring and development of the behavioral competencies possessed by their employees; External partners interested to activate applied research services. 22

23 Staff Direttore: International partnerships Prof. Fabrizio Gerli Prof. Sara Bonesso Department of Management Vice-direttore: Department of Management Ca Foscari University of Venice Ca Foscari University of Venice Junior Research: Dr. Laura Cortellazzo Affiliates Professors Prof. Claudio Pizzi Department of Economics Ca Foscari University of Venice Scientific Committee Prof. Arnaldo Camuffo, University Bocconi Milano International Advisory Board Prof. Richard Boyatzis, Case Western Reserve University Prof. Anna Comacchio, Ca Foscari University of Venice Prof. Joan Manuel Batista Foguet, ESADE Business School Prof. Adalberto Perulli, Ca Foscari University of Venice Prof. Ricard Serlavòs Serra, ESADE Business School 23

24 Didactic Programs 24

25 CFCC in the students academic career path Master s Degree Students Degree candidates Post graduates Course 30 hours - 6 credits Interactive Labs 6 hours 1 credit Interactive Seminars Competency Lab for Professional Master s students Competency Lab for Alumni

26 Didactic Method In-class activities EI competencies and Intentional Change Process Feedback sessions Peer-coaching Online activities on the Competency Platform

27 Intentional Change Theory 1. My Ideal Self: who do I want to be? 4.Experimenting and practicing new behaviors 5. Developing trusting relationships: help and support 3. My Learning Agenda 2. My Real Self who am I now? Which are my strengths and weaknesses? Boyatzis 2006

28 CFCC in the students academic career path: available programs Master s Degree Students Degree candidates Post graduates Course 30 hours - 6 credits Interactive Labs 6 hours 1 credit Interactive Seminars Competency Lab for Professional Master s students Competency Lab for Alumni

29 Master s Degree Students Competency Labs Interactive Lab 7.5 hours (1 credit) Master s Degree Students (I and II year) Maximum 30 students Emotional Competencies and Individual Development Course 30 hours (6 credits) Master s Degree Students (I and II year) Maximum: 50 students -September December February March 2015 March-April

30 Competency Lab 4 Interactive Labs per academic year 7.5 hours (1 credit) Master s Degree Students (I and II year) Maximum 30 students 1 month Introductory session «EI competencies and ICT» Feedback session on Ideal Self Feedback Session Personal Vision and Real Self Introduction and Ideal Self activities On line Platform Personal Vision and Real Self activities On line Platform Competency Portfolio On line Platform

31 The Report on the Real Self Cp BEHAVIOURAL COMPETENCIES ASSESSMENT Student: Laura Smith Ca Foscari International College December 2012

32 Course: «Emotional Competencies and Individual Development» It is an elective course (30 hours; 6 credits) Master s Degree Students (I and II year) Maximum: 50 students It aims to develop its participants behavioural competencies through highly interactive teaching methods and a guided path for the acquisition of awareness of their own individual characteristics The contents: Emotional and social behavioural competencies Defining a person s ideal working life Assessment of the individual s competencies and learning style Interpretation of a person s own feedback Peer coaching sessions Defining an individual development plan How to develop a set of emotional and social competencies Competency-based HRM processes and tools (applied to selection, training and 32 performance management).

33 CFCC in the students academic career path Master s Degree Students Degree candidates Post graduates Course 30 hours - 6 credits Interactive Labs 6 hours 1 credit Interactive Seminars Competency Lab for Professional Master s students Competency Lab for Alumni

34 Degree candidates Start Your Own Business 6-day workshop (42 hours) It aims to provide aspiring entrepreneurs with an overview of necessary information on how to move the first steps in the case they wish to set up their own business. The workshop offers students with theoretical and practical lectures that provide them with: 1) feasibility analysis of a company project, 2) acquisition of methods and tools to elaborate and present a company project proposal, and, 3) evaluation and development of their own entrepreneurial characteristics. Job Planet 7-day workshop (21 hours) It is dedicated to those students who are ending their academic career or have recently held their Bachelor s and/or Master s degree that are keen to understand which are the channels and the tools to enter the labour market as well as the competencies needed. The workshop entails a practical in-depth analysis on the promotion techniques (such as: self web marketing, CV, video CV and cover letter) and on the selection techniques. World Target 7-day workshop (23 hours) It is dedicated to those students who are aspiring to undertake an international career in China and Middle Eastern countries. The workshop offers students an analysis on the promotion techniques to enter and operate in the international labour market with a specific focus on the professional positions requested in the Chinese and Middle East markets workshops per year Class composition: from 15 to 30 students

35 CFCC s interactive seminar 2/3 weeks Introductory session «Behavioral competencies» Final Session «Feedback on Ideal Self and Real Self» Introduction and Ideal Self activities On line Platform Real Self activities On line Platform

36 CFCC in the students academic career path: available programs Master s Degree Students Degree candidates Post graduates Course 30 hours - 6 credits Interactive Labs 6 hours 1 credit Interactive Seminars Competency Lab for Professional Master s students Competency Lab for Alumni

37 Post graduates «Competency Lab» Module inside Masters Module within Professional Masters Programs 12 hours Career Lab for Ca Foscari Alumni Interactive Lab 8 hours 37

38 Students involved Masters Degree Students Degree candidates Post graduates A.Y students 80 students 0 post graduates A.Y students 156 students 25 post graduates

39 Competency Platform 39

40 Research activities 40

41 Research topics and settings Higher education setting 1. Learning methods for developing emotional, social and cognitive competencies (ESCs) 2. Students entrepreneurial intent and ESCs Work environment 4. Impact of ESCs on objective measures of Career Success, on Career Satisfaction and on Life satisfaction 5. Behavioral competencies for innovation 6. Behavioral competencies and entrepreneurs success High School context 7. Preliminary research on how to implement the ESC framework in high school. Sport activities and competencies development

42 International Conferences in 2013 BARZOTTO M., BONESSO S., COMACCHIO A., GERLI F., PIZZI C Developing behavioural competencies for future entrepreneurs. The case of the Ca Foscari Competency Centre, Escape Velocity: Internationalising Small Business Environments, Institute for small business entrepreneurship, Institute for small business entrepreneurship, Convegno: ISBE Conference 2013, Cardiff, UK, November 2013 BONESSO S., GERLI F., PIZZI C Graduates emotional competency: Aligning entrepreneurs expectations and students competency profile, Escape Velocity: Internationalising Small Business Environments, Institute for small business entrepreneurship, Institute for small business entrepreneurship, Convegno: ISBE Conference 2013, Cardiff, UK, November 2013 BONESSO S., GERLI F., BARZOTTO M., COMACCHIO A The emotional intelligence approach in higher education. The case of the Ca Foscari Competency Centre, ICEI Conference Proceedings, International Society for Emotional Intelligence, Convegno: 4th International Congress on Emotional Intelligence (ICEI), New York, Sep GERLI F., BONESSO S., PIZZI C Emotional and social intelligence competencies as predictors of managers career success, career and life satisfaction, ICEI Conference Proceedings, International Society for Emotional Intelligence, Convegno: 4th International Congress on Emotional Intelligence (ICEI), New York, Sep GERLI F., BONESSO S., PIZZI C., BARZOTTO M Graduates' emotional competency: aligning academic programs, firms' requirements and students' profiles, Academy of Management Annual Meeting: Conference Proceedings, Academy of Management, Convegno: Academy of Management Annual Meeting 2013, Orlando, FL, 9-13 August BONESSO S., BARZOTTO M., GERLI F.,COMACCHIO A. PIZZI C., Emotional and Social Intelligence and Leadership Development in the Higher Education: Methodological Insights from the Ca Foscari Competency Centre Experience. XII International Studying Leadership Conference Sustainable Leadership for Socially Responsible Organizations Rome December 2013

43 International Conferences in 2014 GERLI F., BONESSO S., PIZZI C Advance in your career and get satisfaction: how much your emotional, social and cognitive competencies matter? European Academy of Management Conference, 4-6, June BONESSO S., COMACCHIO A., GERLI F., PIZZI C., Early leadership identity formation and regulation. The Intentional Change Process in the academic context. European Academy of Management Conference, 4-6, June BONESSO S., GERLI F., COMACCHIO A., PIZZI C., Emotional and Social Intelligence and Leadership Development in the Higher Education. A case study. Academy of Management Annual Meeting 2014, Philadelphia, 1-5 August BONESSO S., GERLI F., PIZZI C., CORTELLAZZO C., TINTORRI S To what extent self-awareness on emotional and social competencies depends on others? A critical examination of multisource feedback. IX International Workshop on Human Resource Management, October 30th-31st, Seville, Spain. BONESSO S.,TINTORRI S Bridging the fields of innovative behaviors and emotional intelligence competencies: challenges and opportunities for human resource management. IX International Workshop on Human Resource Management, October 30th-31st, Seville, Spain. BONESSO S.,TINTORRI S The state of the art of innovative behaviour literature: A bibliometric analysis. ISBE conference, 5-6 November, Manchester UK. BONESSO S., GERLI F., PIZZI C., CORTELLAZZO C., Want differentiates future entrepreneurs selfaware? Developing entrepreneurial competencies in higher education. ISBE conference, 5-6 November, Manchester UK.

44 Collaboration with companies 44

45 CFCC s services Assessment and Development of emotional, social and cognitive competencies Assessment of the competency profile Competency development Experiential learning methods (ad es. peer and personal coaching) On-line activities through digital platform Support to HR Design and implementation of competency-based HRM processes: Recruiting & Selection Training Career management Performance management

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