In this chapter we investigate the relationship between leadership and dependability. Dependability is a skill that relates to a number of other workplace skills. The Bases of Competence skills model has been used to capture the skills related to dependability. There are four bases—Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change—made up of individual skills. Three of the bases consist of four skills and one is made up of five skills. The performance of a leader was shown to relate to the skills and other factors. Leadership performance and dependability are presented through several concepts: 360 degree stakeholder interactions, meeting deadlines, credit given to others, trust, mindfulness, and motivation. The difference between leadership in a crisis and in a stable situation is considered. A case study entitled “Saadiyat: A Global Team in Trouble” concludes the chapter.

The purpose of this chapter is to examine the relationship of workplace skills to workplace spirituality. In this chapter I will discuss the relationship of each of 17 skills to workplace spirituality. The book The Bases of Competence (Evers et al., 1998) will be relied upon for the definitions and information about each skill. The relationship of the skills to spirituality varies in strength. Some relate directly and at a high level while others are weaker relationships.KeywordsSkill DevelopmentLifelong LearningManagement LearnOral CommunicationFemale ManagerThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

‘Transition from school to work’ courses are an excellent way to help fourth-year university students as they complete their studies and prepare for the world of work. In this paper we present The Bases of Competence (Evers, Rush, & Berdrow, 1998), a model of the advanced skills used by university graduates in the workplace. The model consists of four groupings of skills (base competencies): Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change. Each base competency consists of four or five more specific advanced skills (e.g., Mobilizing Innovation and Change consists of ability to conceptualize, creativity, risk-taking, and visioning). The base competencies and the skills within each base serve as the core of the skills that make up the skills portfolios students complete in the transition courses conducted at the University of Guelph and the University of Guelph-Humber. Students reflect on and report behaviours related to each skill based on their education, life, and work experiences. The portfolio also includes a résumé, cover letter, and other elements related to career development and work search. The portfolio comprises fifty percent of the course; the remainder is taken up with a project and presentation aimed at capping the student’s undergraduate experience with eyes to the future and enhancing under-utilized oral communication skills.

Over the past two decades, the scholarship of teaching and learning (SoTL) has received increased attention in academe. Broadly conceptualized as an area which combines the experience of teaching with the scholarship of research, and the dissemination of this knowledge such that the broader academic community can benefit from this scholarly product, SoTL has been regarded as a primary means to increase the quality and value of teaching in higher education. This paper explores five challenges which contribute to the dilemma of faculty engagement in research on teaching and learning: limited expertise, the graduate studies culture, terminology (SoTL is widely misunderstood), reward and recognition, and time constraints. Responses to these challenges are presented in hopes of contributing to a positive dialogue for change, where faculty engagement in research on teaching and learning not only continues to grow, but becomes firmly grounded as an essential scholarly activity within higher education.

The Bases of Competence model provides a general framework for learner‐centred skill development and programme‐focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self‐assessment and institutional outcomes assessment is the focus of this paper. Results from a multi‐year, multi‐course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design.

As the business world becomes more complex, the role of professional higher education in the development of “reflective practitioners” becomes more cogent. In this article, the authors argue for the Bases of Competence model, which articulates base competencies required of today’s higher education professional graduates, as a tool in learner-centered, self-reflective pedagogy and self-assessment. The purpose of this article is to describe the Bases of Competence model and to demonstrate its use in two learner-centered, self-reflective course-level initiatives.

AbstractThis chapter describes and critiques the curriculum development process for the original six programs at the University of Guelph‐Humber, a new institution developed by the University of Guelph and the Humber Institute of Technology and Advanced Learning.

UNDERSTANDING COMPETENCE. The Humbling Effect: Moving from College to the Workplace. Creating a Common Language about Competence. ESSENTIAL SKILLS AND COMPETENCIES. Managing Self. Communicating. Managing People and Tasks. Mobilizing Innovation and Change. DEVELOPING COMPETENCE. Closing the Gap Between Campuses and Workplaces. Fostering Workplace Skills in the College Curriculum. Building on Collegiate Learning in the Workplace. CASE STUDIES. Teaching World of Work Skills Within a Degree Program: Ontario Agricultural College (A. Auger). Listening to the Customer: External Assessment of Competencies at Babson College (J. Weintraub, et al.). Cultivating Competence to Sustain Competitive Advantage: The Bank of Montreal (J. Logan). Resource: Making the Match Year 3 Questionnaires (Skill Sections) for Students, Graduates, and Managers.

The purpose of this paper is to present a model of four `base competencies' mobilizing innovation and change, managing people and tasks, communicating, and managing self-developed from 18 workplace skills. The base competencies constitute generic skill sets necessary for advanced-level corporate jobs and provide a succinct model of the managerial competencies which advanced level employees, not just managers, need to complement their technical expertise. The analysis is based on the Making the Match Between University Graduates and Corporate Employers-Phase II project consisting of three surveys (1987-8, 1988-9, and 1989-90) of two cohorts of university students (early university and pre-graduate) and three cohorts of graduates (job entry, job change and stabilized). A total of 816 students from five Ontario universities and 794 university graduates working in 20 Canadian corporations returned questionnaires in all three years. The skills and base competencies are examined across the three years and the five cohorts. Base competency ratings of men and women are also compared.

The acquisition and development of skills required to function in the world of work are of obvious importance to any society. More than ever, a country's competitiveness depends on the skills of its workforce. What do we know about required skills? Which skills are truly important? How are these skills developed? What are formal organizations doing about skill development? In Canada, the ‘Making the Match’ research project, started in 1985, has been seeking answers to these questions.