TOWARD COMPETENCY-BASED MANAGEMENT EDUCATION: THE INTERPERSONAL/COMMUNICATIONS CLUSTER Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 124 PANEL TOWARD COMPETENCY-BASED MANAGEMENT EDUCATION: THE INTERPERSONAL/COMMUNICATIONS CLUSTER Donald S. Kline, Assumption College ABSTRACT This is the second in a series of panel discussions within ABSEL on the emerging issue of competency-based management education. The first panel, in Orlando in February 1980, presented a ‘troika’ model of management education and presented findings of Phase I research by the American Assembly of Collegiate Schools of Business (AACSB). (6). Following the 1980 ABSEL meeting, this author chaired a panel at the Eastern Academy of Management (May 1980, Bingamton, NY) which reported on research conducted by the American Management Associations (AMA), parallel to that of the AACSB. (7). The AMA had initiated a competency-based, graduate management program in its New York City facility in Fall 1980. This paper and panel will focus on eight inter-personal competencies designated as an “integrative” cluster of non- cognitive attributes. One of these inter-personal competencies, USE OF ORAL PRESENTATION, is discussed in more detail. Issues of structure and process are raised with regard to two questions: - How can such a competency be taught! learned? (The issue of technology and pedagogy) - How can behavioral change with regard to that competency be measured? (The issue of measurement) THE AACSB RESEARCH In reacting to increasing practitioner and academic concern about the structure and process of undergraduate business and MBA programs within the process of accreditation and reaccredidation, the AACSB has undertaken research in the area of competency-based programs. The underlying research question is to what degree can the current, quantitative bases (number of terminally qualified Ph.D’s or M.B.A.’s on faculty) be adapted to include qualitative bases (competencies gained by graduates)? In Phase I of the research, completed in 1980, six clusters and nineteen separate “non-cognitive attributes” were identified and defined (1, p. 23). Phase II of the research, begun in early 1981, is to conduct prototype testing of competencies in at least four diverse Eastern seaboard colleges and universities. THE AMA RESEARCH AND PROGRAM At the same time as the AACSB investigations were taking place, the ANA was digging in the same research terrain. Commenting on the work of David McClelland and his associates at McBer and Company, Coleman (3) observed that a competency-based approach to any type of education, training and development generates fear and great resistance from teachers, principles and B- school deans. In the Fall of 1980, the ANA began a competency-based graduate management program which focused on four clusters and eighteen competencies (5, Attachment 3). For purposes of identification and contrast Figure 1 lists the competency clusters and attributes derived from the AACSB and AMA research. THE CONCEPT OF COMPETENCY In its Phase I accreditation research, the AACSB stated that its goal was to improve the evaluation of quality in business programs... it is planned first to identify a set of output criteria which describe the educational process. These output criteria... take the form of a classification scheme for cognitive knowledge (subject matter principles) as well as a scheme for non-cognitive attributes (skills, attitudes and personal characteristics) desired of bachelors and masters graduates of schools and colleges of business administration and management. (1) Thus the “output” criteria being currently examined by the AACSB consist of cognitive knowledge and non-cognitive attributes. Further, the role of the non-cognitive attributes appears to be even more important to effective business/management education then had been previously thought. Research by McBer and Company states that Our most consistent - though unexpected -finding is that the amount of knowledge one acquires of a content area is generally unrelated to superior performance in an occupation and is often unrelated even to marginally acceptable performance. (p. 103) But, just what is a competency Klemp (4) defines one as “a generic knowledge, skills, trait, self-schema or motive of a person that is casually related to effective behavior referenced to external performance criteria.” Thus, the attributes listed in Figure 1 for both the AACSB and the ANA fall within this definition. The assertion that competencies are casually related to effective behavior brings them within the purview of ABSEL and the quest for simulations, experiential techniques and other pedagogies relating to human behavior within organizations. Finally, the statement that effective behavior is referenced to external performance criteria ultimately links the gaining of these competencies to the outcomes of organizations stated by Cohen et al (2) as: productivity, satisfaction, and (individual) growth and development. For purposes of this panel discussion, the focus will be narrowed to the ANA model of competency-based education, training and development. Further, as seen in Figure 2, the framework for discussion targets in on the “integrative” cluster of eight inter-personal attri- Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 125 butes or competencies. BEHAVIORAL INDICATORS The AMA, in attempting to operationalize the definitions of the eight competencies in the inter-personal cluster, has indicated key “behavioral indicators” for each. Like bright beacons on a dark night, they allow illumination of how people would behave as they utilize such competencies. Figure 3 shows several key indicators for the integrative cluster. The ANA program, in focusing on the Base Clusters shown in Figure 2, conducts individual audits at the beginning and end of the program. Figure 4 presents the “program flow” of the competency- based, graduate management program. AN EXAMPLE: USE OF ORAL PRESENTATION In order to examine some of the issues and problems with regard to the delivery and measurement of the competencies, “use of oral presentation” is presented as an example. As mentioned above, there appear to be two questions of import. Question number one deals with the technology and pedagogy of teaching and having the individual learn the competency of “use of oral presentation.” An examination of the key behavioral indicators connected to this competency will give clues as to what type of technology! pedagogy might be effective. Non-verbal (“body language”) and symbolic communication, the use of visual aids and the effectiveness of two-way questioning could be most effectively taught by color videotaping with capacity for various types of analytic modes such as used by the National Football League (e.g. instant replay, split screen, slow motion and the like. The second question, that dealing with measurement, is more difficult to deal with. Symbolic communication, in an oral presentation, refers to mode of dress, presence and type of facial hair in men, length of hair of men or women, nature and type of female makeup and the like. Facial expressions - a smile or frown -, eye contact, and nature, pitch, range and pacing of voice also have a bearing. Many of these aspects of oral communications are addressed in the PONS test (profile of non-verbal skills) developed by Rosenthal (10) and his colleagues. The videotape of the PONS test is, essentially, content-filtered speech. In it, words cannot be heard distinctly but intonations can. Thus, people scoring high on the PONS are able to tune into the feelings of others. There is one problem, though, the PONS test is the receiving of “body language” (voice, hands, face, body posture) cues. The development of the competency of oral presentation would have to focus on both the receiving and sending of such cues. Additional aspects of the oral presentation competency might be speaking too slowly or fast, maintaining eye contact, number of “ums”, “you knows” or other distracting and empty vocals. Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 126 From all this one might well develop a protocol for the delivery and measurement of a particular competency. CONCLUSION Moving to a large degree from teacher inculcation of knowledge to the student acquisition of skills (competencies) will be a painful process for educators in any field. McClelland succinctly stated this point over eight years ago (9). The identification of clusters of and discrete individual competencies together with behavioral indicators provides a large step toward the goals of competency- based business/management education. Many practitioner organizations, by their development of in- house competency-based courses, seminars and programs, are, in effect, flashing orange warning lights ac we educators. The AMA competency-based, graduate management program is being watched most closely by training and development managers in many organizations. Is the ANA program the “wave of the future’ in business and management education. This paper has isolated out an “interpersonal” cluster of eight competencies seen as being valuable for future investigation. As a specific example, one of the competencies - use of oral presentation - has been used to “brainstorm” the issues of technology/pedagogy and measurement. The challenge is thus clear to those of us in ABSEL who have an interest in developing new simulations and experiential methods which would aid in the development and delivery of competency based undergraduate business and MBA programs. If we don’t move rapidly in the direction indicated, how long will it be before our function is rendered increasingly obsolete by programs such as that of the AMA? REFERENCES (1) Accreditation Research Project: Report of Phase I AACSB Bulletin, Number 2, Winter 1980. (2) Cohen, Allan et al. Effective Behavior in Organizations: Learning from the Interplay of Cases, Concepts, and Students Experiences, Homewood, IL: Richard D. Irwin, Revised edition, 1980. The original reference is to George C. Homans, The Human Group. (3) Coleman, Daniel. “The New Competency Tests: Matching the Right People to the Right Jobs”, Psychology Today, January 1981, pp. 35-46. (4) Klemp, George O. Jr., “Identifying, Measuring, and Integrating Competence”, in Defining and Measuring Competence. Paul S. Pottinger and Joan Goldsmith, editors, New Directions for Experiential Learning, No. 3, 1979. (5) Klemp, George O. Jr. “Three Factors of Success”, in D. N. Verilye (Ed.), Relating Work and Education. Current Issues in Higher Education 1172. San Francisco, CA: Jossey-Bass Publishers. 1977, pp. 102- 109. Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 127 (6) Kline, Donald S. “The Evolution of Competency- Based Programs in Business and Management: A Temporal Landscape Model. Keynote paper presented at symposium; “The Teaching of Non-Cognitive Skills in Business and Management Programs: Current AACSB Accreditation Research” 41st Annual Meeting of the Academy of Management, San Diego, CA: August 2-5, 1981. (7) Kline, Donald S. “Integrated Brain Activity and the Manager’s Job: Utilizing the ‘Troika’ Model” Proceedings of the Eight Annual Conference of the Association for Business Simulation and Experiential Learning. Orlando, FL: February 18-20, 1981. Pages 22-23. (8) Kline, Donald S. “Teaching and Evaluation of Non- Cognitive Skills in Business and Management Pro- grams”~ Proceedings of the Eighteenth Annual Meeting of the Eastern Academy of Management, Binghamton, NY, May 14-16, 1981, pp. 10-12. (9) McClelland, David C. “Testing for Competence Rather Than for Intelligence”. The American Psychologist, Vol. 28, No. 1, January 1973, pp. 1-14. (10) Rosenthal, Robert et. al. “Body Language and Tone of Voice”, Psychology Today, September 1974, pp. 48- 64. * * * * * * * * * * * * * * * * * * * * * * The following overviews represent differing perceptions of the concept of competency-based programs by panel participants. George R. Craig, Jr., Bell Laboratories The development of interpersonal skills, like any other skill, requires practice, practice, practice. We may never have enough time to practice our tennis skills, but time is not a problem in scheduling interpersonal skill practice. Interpersonal skill “practice” is going on whenever we are in the company of another person. For managers, this situation occurs frequently. So, finding the time to practice, practice, practice interpersonal skills to develop them isn’t the issue. The issue is, in my view, finding the opportunity to learn from the impact of our interpersonal “practice” sessions. All of life presents opportunities to learns If most of the time spent by people in business organizations was in an environment where the object was to learn or understand then simulations, (and maybe even schools of business!) would not be necessary. However, most of the time spent by people in business is in an environment of doing, with learning viewed as, at best, a good side benefit. When learning about the level of our interpersonal abilities becomes the major focus, as in appropriate simulations and experiential learning activities, then these activities can become a powerful tool in the development of our non- cognitive abilities. Table of Contents Volume 9, 1982 The Value of Conjoint Analysis in Enhancing Experiential Learning The Effect of Participation in a Collective Bargaining Simulation on the Expectations and Attitudes of Union and Management Representatives Conflict Resolution in Experiential Learning The Use of Simulation to Test Theories of Bargaining in a Business Context The Nominal Group Technique: A Vehicle for Improving Case Method Courses A Framework for Developing a Business Policy Case Produce Your Own Video Cases for Classroom Use: A Demonstration An Experiential Effect from Charismatic Encounters Nine Topic Oriented Mini Simulations: Descriptions, Purposes, and Observations A Hospital Simulator (HOSPSIM) A Report of the Model and Results Expected from Field Testing An Evaluation of SLIM (A System Laboratory for Information Management) An Experiential Exercise Introducing Students to the Role Ambiguity Faced by Salespersons The Advertising Research Project as an Innovative Experiential Learning Technique The Small Group Research Project: An Experiential Learning Approach for Undergraduate Marketing Research Students The Relationship of Cognitive Style Maps to the Preference for Experiential Learning of Undergraduate Students The Learning Style Inventory Debate Revisited: An Empirical Assessment fo the Construct Validity Issue Related to Experiential Learning Theory Conducting a Classroom to Facilitate Career Goal Attainment Corporation Executives' Ratings of Policy Learning Techniques The Generation and Application of Evaluation Criteria for Management Policy and Strategy Simulation Games Experiential Opportunities with Microcomputers Leading Students to Learning: The Teacher's Obligation An Experiment in Teaching Principles Courses: The Mini Debate Formula Developing Creative Thinking Through Experiential Learning Heuristic and Systematic Evaluation of Policy: Exercise in Decision Making A Case Study Approach for the Litigation Decision: Employing Decision Analysis to Determine When a Business Should Settle or Go to Court Learning Negotiation Skills Through Simulation Union vs. Management: A Simulation of Collective Bargaining in Action Inside the Black Box: An Analysis of Underlying Demand Functions in Contemporary Business Simulations A Review of Channel Exercises and the Description of a New Alternative SIMCON I: A computer Based Simulation Model for Evaluating Physical Distribution Strategies Involving Order Consolidation Toward Competency-Based Management Education: The Interpersonal/Communications cluster The Value of Pre-Teaching in Role Playing Some Effects of Positive Personal Reinforcement upon Socializing Students in an Experiential Learning Course Who Gains and Who Does Not from Experiential learning Toward the Ultimate Experiential Exercise, the Student View Simulating Professional Writing Experiences in the Classroom The Johari Window as a Measure of Personal Development Windows Into Management: A Participative Aid to Learning Get Your Faculty Involved A Pedagogical Approach to Business Gaming for the Commuter Student Super Service for Computer Game Administrators Expand the Role of Simulation with Creative Scenarios The Delivery, Administration, and Evaluation of an Executive Development Program Using a Total Enterprise Business Game An Application of Experiential Learning in International Trade and Foreign Direct Investment International Management: Building Bridges Analysis of a Business Simulation Exercise: Organizational Survival and Success The FALRIS Organizational Scavenger Hunt Trainee V. Trainee Subordinates' Evaluation of Experiential Learning Longitudinal Analysis of an Innovative Teaching Intervention Student Perceptions of Effective Teacher Behaviors Revisited Realism and Learning: The Evolution of a Management Game A Merger and Acquisition Simulation A Stock Market Investor Simulation Experiential Learning in Consumer Behavior: Perceptual and Attitude Change Exercises The Recycling Industry Problems of Women in Management: A Role Playing Exercise for a Course in Contemporary Organizational Problems Experimental Three Weekend Course: Empirical Results A Process for the Analysis and Development of Course Content and Instructional Methodology for Large Class Sections Problems Associated with the Assessment of Experiential learning Using the Multiple Choice Test Combining Lecture and Simulation Teaching Methodologies Qualitative Determinants of Team Performance in a Simulation Game The Effects of Different Team Sizes on Business Game Performance Comparison of Problem-Solving Technologies: A Free Simulation Approach Consistency in Business Games A computer Simulation of Personnel Selection Decisions Giving Praise Exercise Job Enrichment A Look at the Spoken and Written Word in Organizations A Pattern of Group Communication A New Generation in Business Simulation Adapting Mainframe Business Simulations to Min Computers File Access is the Essential Prerequisite to Time-Flexible and Interactive Computer Simulation A Microcomputer Simulation for Teaching Retail Location Strategy Blocks & Chips: A computer-Assisted, Geno-Typical Entrepreneurial Game Development of a Self-Paced Course in Business Statistics The Involvement of Student Bodies in the Teaching of Advanced Technical Concepts Systems Learning Sequence: An Experiential Course Module for Management Information Systems An Experiential Approach to Developing Managerial Competencies Communication Research, Inc. An Experiential Learning Activity Developed as a Practicum for a Course in Organizational Communication