Competency Checks Enrich the Learning Experience for Norm Chervany's Students
Norm Chervany, Carlson Professor of Information and Decision Sciences, teaches the core course, MBA 6120: Data Analysis and Statistics for Managers, in the Full-Time MBA program. The course is designed for two fundamental learning objectives. First, students need to grasp the procedural elements of data analysis and statistics … the ability to execute the statistical procedures. The second and perhaps more challenging objective is that students need to be able to interpret the procedural information in the context of the managerial problem they are analyzing.

The typical course textbook provides a strong foundation for understanding the procedural methods of statistics in areas such as probability, sampling, testing, and regression. In comparison, the typical textbook does not do nearly as well a job in support the "interpretation in context" learning objectives.

During the fall 2004 offering of his course, Professor Chervany became worried about the ability of his students to interpret the statistical procedures in managerial contexts. While not the first time in his teaching career he had such a feeling, he decided to obtain some "data" on this question. Walking into class one day, he described a managerial problem on the whiteboard and asked students to work in small groups to interpret a number of statistical concepts (e.g., a sampling distribution) in the context of the problem outlined on the whiteboard. The statistical concepts involved had been covered previously in the regular lectures and traditional textbook text and problems. This task, however, was not on the published schedule; the students did not have any advance warning that it was coming. Professor Chervany expected the task and its discussion to take 15 - 20 minutes and to reveal mixed levels of interpretive skills. The task actually took the entire 1 hour and 35 minutes of the class revealing significant gaps in the students' interpretative skills.

In fall 2005 Professor Chervany formalized the "interpretive competency check process". He developed competency check tasks for each of the major sections in this course built time into his course schedule to develop interpretive learning. Now the Full-Time MBA students go through a bloc k of procedural material, after which Professor Chervany introduces the competency check in the form of a one-page handout. The students are asked to work with their neighbors in pair-share groupings. The pair-share groups then turn their attention to the full classroom setting and Professor Chervany interactively encourages them to share their answers. Professor Chervany will comment on student responses and in turn ask students to give their interpretation of their peers' answers. The goal of this activity is to reinforce statistical concepts in context and has been met with enthusiasm by the students.

"If you don't allocate time to understanding interpretation, understanding of procedures can be weak," commented Professor Chervany. "If they understand the meaning," he continued, "the procedure becomes easier to understand as well."

In addition to focusing attention on the interpretive aspect of statistics, the competency checks give Professor Chervany and the students early feedback on whether students are able to perform. Rather than waiting for an exam for learning difficulties to manifest themselves, students are able to determine more accurately and earlier whether they need additional help in this second learning objective. Thus, Professor Chervany is able to intervene in a more timely fashion.

Students have clearly benefited from this reciprocal learning style and Professor Chervany has found them very engaged with the competency checks. Often students continue their evaluation of the competency check task with Professor Chervany outside of class via email.
Please contact Paul Wieser in the Office of Learning Excellence with any questions you have about integrating competency checks into your active learning program.