Form 3: Transparency, clarity,
illumination, inspiration
Professor Wendy Kilfoil
with slides included from Mr Paul Prinsloo
Getting to ‘aha!’
AHA!!
?
?
• The field: the discipline, the educational
pathway, the career possibilities,
workplace practicalities, professional
standards, how people learn, etc.
• Form 3: This form should capture the indepth conceptualization that precedes it.
• Learning environments and experiences:
print, multi-media, online, workplace
Form 3 as the crystallization of a
process involving ...
Lecturer(s)
Field
Form 3
Observe,
observe, observe
Prototyping:
co-creating
Design
Stakeholders Team
Sensing from the
field
Crystallizing
purpose,
etc.
Letting go
Letting come
Reflection
Adapted from Paul Prinsloo, July 2006
Transformational OBE
• Focus on the need for a new society and the
service of humanity: What kind of society do we
want?
• What type of graduate in this field will contribute
to that type of society?
• Focus on the critical cross-field outcomes as
indicators: What generic competencies will a
graduate in this field have?
• How will this module contribute to the
graduateness of the student?
Adapted from Paul Prinsloo
From Paul Prinsloo
From Paul Prinsloo
If these are the outcomes that will
allow them to have an impact, …
What evidence should we require
to prove to them (and us) that they
have everything that they need to
have the intended impact and what
standards will they have to meet?
Assessment criteria
Adapted from Paul Prinsloo
What is the function of the purpose
statement?
• a higher level, global capturing of the
outcomes
• focus on the student, not on a
transmission model that has the university
‘equipping’ students to do something
• use of purpose statement in university:
calendar entry
Example: Unpacking purpose
statements
• This module is useful to students who are required to
manage a customer service division in an organization.
• Outcomes
– apply general managerial principles in a customer service
environment.
– manage employees in the customer service division of an
organization.
– identify, interpret and act upon environmental issues impacting of
customer service provision.
– develop a customer service plan for an organization.
– evaluate customer service provision and implement remedial
actions.
Knowledge assumed to be in place
• Sometimes there are ‘hard’ pre-requisites
such as calculus.
• At other times, particularly for Level 5, the
skills are generic but in that case the
CCFOs could be used as a guide: problem
solving, data gathering, communication
(particularly reading).
• From Level 6, knowledge could focus on
level descriptors of previous level.
Example of knowledge assumed to
be in place: NQF 6
• The following levels of learning ought to be in
place to ensure successful completion of this
module:
– At least one year’s experience in organisation
development practice
– Experience of facilitating group processes.
– Demonstrated proficiency in the following:
• the ability to learn from predominantly written material.
• the ability to present and communicate information and
opinions in well-structured arguments without support.
• taking responsibility for their own progress and,
• being willing to take part in experiential learning of a personal
nature.
Examples of knowledge assumed
to be in place: Level 5
• communication in the language of
instruction, i.e. English
• performing calculations by means of a
calculator
Examples: Range statements
• NQF 6
– Organizational Development (OD)
interventions are done on individual, group
and organizational levels in organizations.
• NQF 5
– sole proprietorships, close corporations and
companies
– agricultural, mining, manufacturing, retailing,
service and financial services firms
What is an outcome?
• A statement of competence in terms of the
knowledge, skills, attitudes and values a
student will have as a result of successful
learning in a particular field
• ALERT! Outcomes are often thinly
disguised tasks or content.
What is the function of assessment
criteria?
• Assessment criteria are standards-driven.
• They relate to specific learning
experiences and environments.
– ALERT! Some focus inappropriately on
workplace environments when the learning
environment at Unisa is paper-based.
• They are not content or a reformulation of
the outcome statement.
Example: Outcomes and
assessment criteria
• Specific outcome
– analyze and interpret an income statement, balance sheet and cash
flow statement
• Range
– profitability, liquidity, solvency, activity and market ratios
• Assessment criteria
– The firm is evaluated as an investment opportunity.
– Suggestions are made on ways in which the firm’s profitability, liquidity
and solvency may be improved.
– Financial information in financial statements is summarized accurately.
– Profitability ratios are calculated and interpreted accurately.
– Liquidity ratios are calculated and interpreted accurately.
– Activity ratios are calculated and interpreted accurately.
– Solvency ratios are calculated and interpreted accurately.
– Managerial actions to be taken are identified based on financial
analysis.
Example: Outcomes and
assessment criteria
•
Specific outcome
– Explain the concept of Appreciative Inquiry (AI) as a constructive approach to OD
•
Range
– OD refers to Organizational Development that is based on a problem-solving
approach to change management
•
Assessment criteria
– An appreciative approach to OD is differentiated correctly from a problem solving
approach.
– The theoretical underpinnings of the concept, namely social constructivism,
humanism, existentialism, image-action connection, role of language and inquiry
in image creation, are correctly identified and explained.
– The emerging paradigm as context for AI is described correctly;
– Three different models of the AI process are compared to identify their strengths.
– Applications such as strategic planning, organization and business process
design, quality improvement, career counseling, mergers and acquisitions, team
building and diversity initiatives are described from an AI perspective.
Critical cross-field outcomes
• Critical cross-field outcomes must be
carefully targetted.
• The achievement of the designated
CCFOs must be integrated into the
assessment criteria for the specific
outcomes.
Example: Incorporating CCFO
• Specific outcome
– Apply general management principles in a customer service
environment.
• Range
– The four general management principles of planning, organizing,
directing and controlling are applied to customer service management in
any organisation in Southern Africa.
• Assessment criteria:
– General management principles are applied in a customer service
environment when
• the importance of customer service to organizations can be shown.
• a manager can intervene in customer service provision when the situation
requires it.
– The value of group/ team work is made clear. (CCFO)
– Communication is unambiguous and accurate. (CCFO)
– Problems are correctly identified and analyzed and a variety of solutions
proposed and prioritized. (CCFO)
Getting to ‘aha!’
Conceptualizing
in a team
Crystallizing in
Form 3
Designing
learning
environments
and experiences
AHA!!