work readiness standards and benchmarks the key to differentiating america’s workforce and...

Work Readiness Standards and Benchmarks

The Key to Differentiating America’s Workforce and

Regaining Global Competitiveness

02/07/13

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Agenda

1. Overview of Work Readiness Standards and Benchmarks

2. Application of curriculum profiles in developing occupational training programs aligned with employer demand for skills in construction management

3. Application of work readiness standards for skill-based careers in manufacturing

4. Development of a “fast track” program for Nursing Assistants that focuses on both the development of foundational and occupational specific skills

5. Q & A

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Ready for College and Ready for Work: Same AND Different?

• Levels of readiness in reading and math needed to succeed in college-level courses without remediation are comparable to those needed to learn job-specific skills.

• These findings do not address “job-specific” skills, above and beyond “foundational” skills.

• Individuals need both to be successful in a career pathway and to differentiate themselves in a competitive job market.

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Definition of Work Readiness

A “work ready” individual possesses the foundational skills needed to be minimally qualified for a specific occupation as determined through a job analysis or occupational profile.

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Work Ready Skills

1) Foundational AND occupation specific

2) Vary in both importance and level for different occupations

3) Depend on the critical tasks identified via a job analysis or occupational profile

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Work Ready Standards and Benchmarks

• Work Ready Standards are precise descriptions of the knowledge and combination of skills that individuals need to be minimally qualified for a target occupation.

• While work readiness standards establish the mix of skills and range of levels reported by employers (i.e., minimum and maximum) for specific occupations, benchmarks are the target skill level (i.e., median) that an individual should aim for in order to be considered work ready.

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Task List for Accountant Prepare, examine, or analyze accounting records, financial statements, or other financial reports to assess

accuracy, completeness, and conformance to reporting and procedural standards. Compute taxes owed and prepare tax returns, ensuring compliance with payment, reporting, or other tax

requirements. Analyze business operations, trends, costs, revenues, financial commitments, and obligations, to project future

revenues and expenses or to provide advice. Report to management regarding the finances of establishment. Establish tables of accounts and assign entries to proper accounts. Develop, maintain, and analyze budgets, preparing periodic reports that compare budgeted costs to actual

costs. Develop, implement, modify, and document recordkeeping and accounting systems, making use of current

computer technology. Prepare forms and manuals for accounting and bookkeeping personnel, and direct their work activities. Survey operations to ascertain accounting needs and to recommend, develop, or maintain solutions to business

and financial problems. Serve as bankruptcy trustees or business valuators. Advise management about issues such as resource utilization, tax strategies, and the assumptions underlying

budget forecasts. Provide internal and external auditing services for businesses or individuals. Advise clients in areas such as compensation, employee health care benefits, the design of accounting or data

processing systems, or long-range tax or estate plans. Investigate bankruptcies and other complex financial transactions and prepare reports summarizing the findings. Represent clients before taxing authorities and provide support during litigation involving financial issues. Appraise, evaluate, and inventory real property and equipment, recording information such as the description,

value, and location of property. Maintain or examine the records of government agencies.

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Task List for Welder Weld components in flat, vertical, or overhead positions. Operate safety equipment and use safe work habits. Lay out, position, align, and secure parts and assemblies prior to assembly, using straightedges, combination

squares, calipers, and rulers. Examine workpieces for defects and measure workpieces with straightedges or templates to ensure

conformance with specifications. Recognize, set up, and operate hand and power tools common to the welding trade, such as shielded metal arc

and gas metal arc welding equipment. Weld separately or in combination, using aluminum, stainless steel, cast iron, and other alloys. Clamp, hold, tack-weld, heat-bend, grind, or bolt component parts to obtain required configurations and

positions for welding. Select and install torches, torch tips, filler rods, and flux, according to welding chart specifications or types and

thicknesses of metals. Ignite torches or start power supplies and strike arcs by touching electrodes to metals being welded, completing

electrical circuits. Connect and turn regulator valves to activate and adjust gas flow and pressure so that desired flames are

obtained.

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Work Ready Standards and Benchmarks

Skill Required Accountants Welder

Applied Mathematics 6 3

Reading for Information 5 4

Locating Information 5 4

Applied Technology N/A 3

Writing 3 2

Listening 4 3

Teamwork 4 3

Observation 4 4

ACT® Work Ready Standards and Benchmarks for approximately 1,100 occupations can be found at: http://profiles.keytrain.com/profile_search

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The Role of Foundational Skills for Work Readiness

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For more information contact:

Hope Clark

Assistant Vice President, Workforce Research

hope.clark@act.org

Curriculum ProfileKirkwood Construction Management Program

2 Year Program

Construction Management

•provides entry-level skills and knowledge for students who want to pursue one of the many careers available in the construction industry

• residential, commercial or highway construction; material suppliers; building inspection; component manufacturing

•Construction management program had been developed through collaboration with 2 and 4 year institutions across the country

•UNI is Kirkwood’s current 4 year partner in development of educational path

•Industry partner feedback

•Create a consistent pathway from 2 year to 4 year.

• Are we addressing the foundation and job ready skills in

our curriculum?

Why a curriculum profile?

WorkKeys certified job profiler with profiling experience was key for success

Need for in depth analysis for foundational and job ready skills

Subject Matter Experts willing to be open and identify gaps

The Players….

Curriculum Review

• Review of current objectives related to 27 technical outcomes

• Used SME within the department who consulted with recent graduates, other instructors and Dean

• Crosswalk between learning objectives defined by National Center for Construction and Education Careers

Identification of Needed Job Ready Skills

• SMEs and Job profiler walked through curriculum of all major classes

• SME and job profiler identified objectives from the NCCER curriculum that were not being covered in current curriculum and were also being recommended by industry partners.

• Identified objectives were then added to appropriate courses

• 83 Learning objectives were identified for the 2 year program, an increase of 20% from pre-curriculum profile

– It’s not that these weren’t being taught, but were we being consistent in our teaching and making sure all industry needed skills were addressed at appropriate times in the program.

Examples of Job Ready Skills

– Describe the four common construction delivery systems by attending class discussion as a part of Construction Management coursework

– Identify the gender and minority issues associated with a changing workforce. This is attained as a part of the Construction Law and Construction Management courses.

– Explain the quality control responsibility of managers, superintendents, and crew leaders by reviewing case studies, applying calculation methods and text as part of the Construction Management coursework

Foundational Skills• It was through the identification of the appropriate job ready skills that we

were able to do an appropriate foundational analysis

WorkKeys Skill

Skill Level Range

Entry Exit

Applied Mathematics

3-7 3 5

Locating Information

3-6 4 5

Workplace Observation

1-5 2 3

Reading for Information

3-7 4 6

Amy LasackKirkwood Community College

amy.lasack@kirkwood.edu319-398-5435

Aligning Training Programs

with Real-Time Jobs for almost

100 Years

Serving Minnesota & Upper Midwest

Established 1914 - 2014

DUNWOODY COLLEGE OF TECHNOLOGY FACTS

Type Private, not-for-profit Technical College

Founded 1914 by William H. Dunwoody

Location Minneapolis, MN

Alumni Has educated more than 250,000 men and women

Degrees Associate of Applied Science, Bachelor of Science & Certificate options

Accreditation The Higher Leaning Commission & member of the North Central Association of the HLC

Credit College Applied Management

Automotive

Computer technology

Construction Science & Building Technology

Design and Graphics

Electrical

Health Science & Technology

HVAC Programs

Interior Design

Robotics & Manufacturing Technology

Non creditWorkforce Training

Continuing Education

Custom Training

Apprenticeship

Professional Development

Accelerated Certificates

DUNWOODY COLLEGE OF TECHNOLOGY

Applying Work Readiness Standardsfor focused, skill-based careers in

the Manufacturing Industry of Cutting and Sewing.

Understand the industry need, what the industry produces and the environment

Understand the demographic of the student, their motivation and desire to work

Investigating workforce and student

Job Skills TrainingProgram

Define Skills Relating to Occupation

Several round table meetings with industry partners

Surveyed employers to help define:

“Occupational skills and knowledge” required to safely and accurately operate machines and to understand the process of production.

(Handout)

Define Skills Relating to Occupation

Define Skills Relating to Occupation

Surveyed 2013 wage rate willing to pay

Investigated student profile

Survey ResultsAverage Entry

Pay RatePay Rate after

Training

$9.60 $13.60

U.S. Bureau of Labor Statistics 2010-2011

Estimated Industry Wage: 14.36

Define Skills Relating to Occupation (Handout)

www.themakerscoalition.org

Aligning Occupational Skills to Work Readiness StandardOccupational Test

Collaborated with MN Workforce Agency Counselors to make for Work Readiness Standards (National Career Readiness

Certification Level 3) after Benchmarking with Industries.

Foundational Academic TestCollaborated with Community Service Organization to

establish academic readiness using the TABE test Level 7M. Important for retention and communication

Work Readiness Standards Comparison

Reference: MN Workforce Center

Sewing & Production Specialist Student Demographics

22%

33%17%

6%

22%

Highest Level of Education

Associate Degree

High School Diploma

College Degree

GED

Some College

44%

17%

6%

22%

11%

Ethnicity

Caucasian

African

Hispanic

Asian

African American

Gender: Age Range: Employment:Average Hr. Rate

Male 28% 19-60 Years Employed: 67%$9.60Female

72% Average age 37 Unemployed: 33%

Questions? Thank You!

RSN at South Central College

Dr. Nancy Genelin Vice President of Academic Affairs

nancy.genein@southcental.edu

About South Central College

South Central College is a Minnesota Community and Technical College with a history of academic excellence since 1946.

The college has campuses in

two great communities:

Faribault & North Mankato.

Minnesota FastTRAC Adult Career Pathway –

www.mnfasttrac.org

INDUSTRY-

RECOGNIZED

CREDENTIAL

OCCUPATIONAL PREP

READINESSCAREER AWARENESS

INTEGRATED SUPPORT:

RESOURCES THAT MAKE IT

POSSIBLE FOR THE ADULT TO

SUCCESSFULLY COMPLETE THE

PROGRAM

INTEGRATED

BASIC EDUCATION AND

SKILLS TRAINING

Minnesota FastTRAC

Adult Career Pathway

POST-SECONDARY

CREDENTIAL

ABE BRIDGE II

ABE BRIDGE

PREP

ABE

BRIDGE I

INTEGRATED

SUPPORT SYSTEM

Support services for success including barrier

mitigation, career advising, system navigation

provided by workforce development, community

based organizations, and human services

ABE/SCC INTEGRATED

INSTRUCTION

Target Participants

Beginning Basic Education CASAS: Reading 201-210; Math 201-210 TABE: Reading 368-460 ; Math 314-441

Low/High Beginning ESL CASAS Reading 181 – 200

Other Characteristics: Desire to work. Little or no work experience. May require assistance securing stable employment or even income

supports before ready for a bridge program.

Features Intentional focus on work content by embedding work skills in ABE/ESL coursework.

Demonstrated learning through simulations and practice of work skills. Intentional focus on cultural/soft skills needed to be successful in a

career path. Exposure to authentic work sites.

Bridge Prep Program Model

Target Participants Low Intermediate Basic Education CASAS Reading 211-220; Math 211-220 TABE Reading 461-517; Math 442-505

Low/High Intermediate ESL CASAS Reading 201-220

Other Characteristics: Some work experience. Desire to improve basic skills to advance to a better job. Need to gain awareness of occupational sector opportunities and

career pathway education and employment.

Features Basic reading (meaning), writing (sentences), speaking (workplace vocabulary), and math (computation) taught in context of a variety of occupational sectors.

Exploration of industry-specific vocabulary and skills with demonstration of learning through simulations.

Build workplace communication and technology skills. Job placement or job retention assistance. Intentional soft skill training

Suggested Characteristics

Bridge I Program Model

Bridge II Program Model

Target Participants

High Intermediate Basic Education CASAS Reading 221-235; Math 221-235 TABE Reading 518 – 566; Math 506 – 565

High Intermediate ESL CASAS Reading 211 – 220

Other Characteristics: With or without HS diploma/GED. Some work history; demonstrated motivation; desire to enter target

occupational sector. Deemed “Employable” (for MFIP/Work Benefit participants) as indicated by

state screening tool: Employability Measures Declared interest to pursue postsecondary technical training or education

Required Program Elements

Course(s) developed with partners, including employers and workforce development

Course(s) designed in partnership between ABE and MnSCU CTE instructors

Course(s) delivered by ABE Provides foundational skills in reading, writing and math within identified

occupational or sector context – National Career Readiness Credential -Bronze level

Introduces foundational concepts within a specific career pathway or pathways

Course(s) linked directly to Integrated Program

Bridge II Program Model

Features Basic reading (reading for information), writing (paragraphs), speaking (presentations), math (pre-algebra), and computer applications (word processing, spreadsheet, presentation software) taught in the context of an occupational sector

Training in industry-specific vocabulary and technical fundamentals taught using workplace problems and tools and material from introductory college-level classes

Learn success skills (education and employment), including note-taking, study habits, time management, financial literacy, and test-taking

Build digital literacy skills and readiness for online learning systems (D2L, Learner Web, etc)

Job shadowing and internships

Goals Provide higher level instruction in basic skills (reading, communication,

applied math) integrated with teaching of basic occupation-specific technical skills

Prepare for college occupational certificate and degree program

Integrated Instruction

Target Participants

Low/High Adult Secondary Education CASAS Reading 236 – 246+ ; Math 236 – 246+ TABE Reading 567 – 596+ ; Math 566 – 595+

Advanced ESL CASAS Reading 221 – 235

Accuplacer score for Career & Technical Education by completion of Integrated courseOther Characteristics:

HS diploma/GED complete or nearly complete. Some work history; readiness to take on independent learning required in

college level coursework. Completion of bridge program or demonstration of experience/knowledge of

occupational sector.

Required ProgramElements

Shared development of integrated course outcomes – CTE course outcomes remain the same; ABE course outcomes developed to support successful completion of CTE course outcomes

Shared instruction – ABE and CTE instructors working together in the classroom at least 50% of the time.

Shared student –in both ABE and MnSCU systems Courses are in programs that build toward certificates, diplomas, and/or

degrees and lead to employment in high demand, high growth industries at least the first 6 credits in career pathway Integrated Instruction model used in introductory “gateway” courses that embed

in multiple certificate pathways

Integrated Instruction

Features Previewing and reinforcing skill concepts facilitated by ABE instructor Instructional support by ABE instructor during part of the skills training course Support with college and employment success skills, including technology,

study habits, time management, and communication Placement into career pathway employment; continued counseling for career

growth Training strategies should reflect the needs of both workers and employers; for

example, integrating high school completion with certificate, diploma or degree coursework

Goals For program: Provide support in basic education (reading, communication, applied math) and college success skills integrated with teaching of occupation-specific technical skills

For adult: Complete community college occupational certificate, diploma, degree program; obtain employment

Integrated Support Systems

Social supports needed to complete a program, including, but not limited to– basic needs– housing,– childcare– transportation – crisis intervention, – social service navigation, – work experience, etc.,

Comprehensive support services enhance planning and informed decision making and increase success in achieving both education and employment goals, including, but not limited to

– Career advising– Work experience– Job placement and retention services

These services provided throughout the pathway by Workforce Development, Employers, Community Based Organizations, Human Services, or other partners

For Educationally Underprepared Adults

Help for individuals who want to advance to career path job but lack the necessary basic skills.

Exposure to a broad range of jobs, careers, and education opportunities.

Access to postsecondary occupational education.

Counseling to help with career and education planning and overcoming barriers to success.

Facilitated contacts and connections to the labor market, employers, and specific jobs.

Support services to remove barriers to successful career pathway education and employment

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

For Employers

Increased input into certification courses offered in their industry in their region.

Source of workers who are qualified for high-level semi-skilled and entry-level skilled jobs and are prepared to

advance.

Improved productivity resulting from a qualified workforce.

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

For Community & Technical Colleges and Other Postsecondary Institutions

“Feeders” of qualified and motivated students to occupational certificate and degree programs;

Preparation of students who come to college with inadequate basic skills to succeed in college-level courses.

Improved retention, graduation rates, and job-placement outcomes, particularly among underrepresented students.

Faculty in credit programs can focus on college-level material rather than developing students’ basic skills.

Clear way to show the connection between a college’s multiple missions.

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

For Community Based Organizations

Help community members advance to college-level occupational education, which has become the gateway to

career pathway employment.

Effective response to community need for economic development.

Role as equal partner in development and delivery of adult career pathway program.

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

For Workforce Development

• Job connected training and advancement opportunities for one-stop career center clients.

• Response to the mismatch between employers demands for motivated workers with strong basic skills and basic skills

deficiencies among large segments of the workforce.

• Use of existing infrastructure to meet employers’ hiring needs

in sectors of importance to regional economies.

• Meet High Performance Measure of increasing postsecondary credential attainment with Workforce Investment Act

participants.

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

For Adult Basic Education

• Motivation and retention of students – increase in number of students completing programs.

• Ease in meeting ABE accountability measures while providing contextualized, authentic skill training.

• Recognition of key role ABE plays in economic prosperity for a region.

Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.”

Bridges to Careers for Low-Skilled Adults: A Program Development Guide . Women Employed Institute, 2005. Web 2 Apr. 2010.

FastTRAC Benefits

South Central College Outcomes

• 82 Started• 76 Completed (92%)• 31 Continued in Education Pathway (40% of

completers)• 35 Employed (46% of completers)

Minnesota Outcomes 12/12

• FastTRAC Adult Career Pathway Program on 29 MnSCU campuses

• Sectors: Healthcare, Manufacturing, Business, Energy and more

• Served over 1600 adults• 88% received industry recognized credential or

earned credits toward credential• 70% employed or continuing education• Of those employed 61% still employed 6 mos.

Contact Information

• nancy.genelin@southcentral.edu

• judy.mortrude@state.mn.us

• Nola.speiser@state.mn.us

• www.mnfasttrac.org