career pathways workbook - doing what matters...

Contract# DOLU141A22202

CAREER PATHWAYS WORKBOOK: A COMPANION GUIDE FOR SYSTEM DEVELOPMENT

2

TABLE OFCONTENTS

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

ELEMENT ONE: BUILD CROSS-AGENCY PARTNERSHIPS AND CLARIFY ROLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Introduction to Element One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

1 .0 Pre-Partnership Check-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1 .1 Building a Leadership Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1 .2 Defining Roles & Responsibilities of Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

1 .3 Memorandum of Understanding (MOU) Template . . . . . . . . . . . . . . . . . . . . . . . . 25

1 .4 Checklist for Existing Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Governance Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

ELEMENT TWO: IDENTIFY INDUSTRY SECTORS AND ENGAGE EMPLOYERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Introduction to Element Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2 .5 Labor Market Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

2 .0 Sector Strategies Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

2 .1 Self-Assessment Tool for Employer Engagement . . . . . . . . . . . . . . . . . . . . . . . . . 64

2 .2 Inventory of Partners Employer Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

2 .3 Matrix of Employer Engagement Activities within a Partnership . . . . . . . . . . . 74

2 .4 Employee Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

ELEMENT THREE: DESIGN EDUCATION AND TRAINING PROGRAMS . . . . . . . .89

Introduction to Element Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

3 .0 Building a Pipeline: Targeted Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

3 .1 Compilation of Resources - Element Three Tools . . . . . . . . . . . . . . . . . . . . . . . . .101

3

TABLE OFCONTENTS

ELEMENT FOUR: IDENTIFY FUNDING NEEDS AND SOURCES . . . . . . . . . . . . . 109

Introduction to Element Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

4 .0 CLASP Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

ELEMENT FIVE: ALIGN POLICIES AND PROGRAMS . . . . . . . . . . . . . . . . . . . . . . 116

Introduction to Element Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

5 .0 Self-Assessment Alignment on 10 Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

5 .1 Communications Chart: Continuous Communication . . . . . . . . . . . . . . . . . . . . . 145

ELEMENT SIX: MEASURE SYSTEM CHANGE AND PERFORMANCE . . . . . . . . . . 150

Introduction to Element Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

6 .0 Collective Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

6 .1 Career Pathways Metrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

6 .2 Incorporating a Logic Model

for Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

6 .2 Performance Measurement Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

4

INTRODUCTIONCAREER PATHWAYS WORKBOOK

Introduction

Purpose and AudienceDeveloping career pathways systems and programs are critical functions of the State and Local Workforce Development Boards authorized under the Workforce Innovation and Opportunity Act (WIOA) of 2014 . The Act requires the State Workforce Development Board to assist the Governor in supporting the use of career pathways as strategies for workforce development . Likewise, Local Workforce Boards are required to develop career pathway programs and align their resources to implement career pathway programs .

Career pathways operate at a system level as well as at a program level . Career pathways systems offer an effective approach to the development of a skilled workforce by increasing the number of workers who gain industry-recognized and academic credentials that are in demand in their labor market area . At the state level, career pathways systems are critical in establishing the infrastructure necessary for local providers to be able to award academic credentials and industry recognized credentials . The state level is also responsible for creating a measurement reporting system to track activities in the programs . Developing the partnerships, aligning the programs, funding, technical assistance, and policy development are important state level functions . On the other hand, the local level, educational institutions develop career pathways programs that customize curriculum to meet the needs of industry in their area . Local Boards are also responsible to align program resources, develop policy, and provide technical assistance to local providers to encourage active participation in career pathway programs .

The purpose of this workbook is to provide hands-on worksheets to assist state and local leadership teams in building the structure necessary to implement and sustain career pathways systems and programs . The intended audiences for the workbook are State and Local Workforce Development Boards, state and local leaders of workforce, education, human services, and economic development agencies, as well as regional entities responsible for workforce planning .

As defined in WIOA, the term “career Pathway” means a combination of rigorous high-quality education, training and other services that –

A . aligns with the skill needs of industries in the economy of the State or regional economy involved;

B . prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the Act of August 16, 1937;

C . includes counseling to support an individual in achieving the individual’s education and career goals;

D . includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;

E . organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable;

5


F . enables an individual to attain a secondary school diploma or its recognized equivalent, and at least on recognized postsecondary credential; and

G . helps an individual enter or advance within a specific occupation or occupational cluster .

Workbook Structure and OrganizationThe intent of the companion workbook is to operationalize the Career Pathways Toolkit: A Guide for System Development . The workbook is not a stand-alone document . When used in tandem with the Career Pathways Toolkit, states and localities can gather information and conduct activities that may assist them to establish, organize, and improve their systems and programs .

In the fall of 2015, ETA published a Career Pathways Toolkit: Guide for System Development . As part of the Toolkit, ETA identified six key elements of a career pathways system . The workbook organization aligns with the six key elements of a career pathways system . Each element has a table of contents that depicts the worksheets that accompany that element . Not every component of an element has a worksheet . We encourage you to use these worksheets to build or strengthen your career pathways system .

To take the pulse of an existing career pathway team you may wish to begin by completing the Six Key Elements Readiness Assessment Tool on pages 9 thru -X- . The tool aligns with the six key elements depicted in the diagram below . Optimally, state or local leadership teams will complete the assessment tool together to form a baseline of your career pathways initiative .

ETA’s Six Key Elements of Career Pathways

6


In the process of identifying materials for inclusion in the workbook, a thorough review was conducted of the resources available in the field . Many concepts and ideas for worksheets were adapted from this review . A special thanks to the Center for Social Policy (CLASP), Center for Occupational Research (CORD), Colorado’s Sector Strategies Initiatives, Minnesota State Colleges and Universities, Minnesota Department of Employment and Economic Development, Colorado Cornell University, and Department of Labor/Employment and Training Administration (ETA) for allowing their tools to be included in this workbook .

Complementary Approaches to Workforce DevelopmentIn addition to providing support for the development of career pathways systems, the workbook draws particular attention to the complementary resources that support the development and enhancement of sector strategies and Registered Apprenticeship . Career pathways and sector strategies are not new programs but rather complementary approaches to workforce development that have evolved through increased experimentation in the field . They intertwine in almost every aspect of their operations . Sector strategies exist to organize a set of like-minded businesses together within an industry to identify their critical workforce skill needs now and into the future . Career pathways exist to educate and train potential workers in the essential skills required by industry for their economic survival . Sector strategies and career pathways are demand-driven . The differences exist only to the extent their primary customer differs . The primary customer for sector strategies is industry while the primary customer for career pathways programs is the learner . Industry informs the learner or future worker of the essential skills necessary to work in their industry . The graphic on the following page depicts the relationship between sector strategies and career pathways .

7


8


State and regional sector strategies are industry-focused and comprise multiple employers within target industries in the regional labor market . The sector partnership acts as a coordinating body across a range of stakeholders including adult basic education, secondary and postsecondary education institutions, workforce development providers, human service providers, state or local economic development programs, and labor representatives . The partnership collaboratively develops and implements workforce, education, and training programs to meet the needs of industry . Sector partnerships create highly customized responses to the needs of target industries within their regional economy . ETA has collaborated with leaders in the field, including the National Governor’s Association (NGA), the National Network of Sector Strategies Partnerships (NNSSP), Jobs for the Future, Maher & Maher and the National Fund for Workforce Solutions to catalog and share what effective sector strategies look like . ETA has developed and identified on-line resources to serve as guidance for states and regions to implement sector strategies .

Registered Apprenticeship – A Shining Example! Apprenticeship is a proven talent development model that combines on-the-job training with job-related education . Registered Apprenticeship programs are a natural fit with sector strategies . It is a demand-driven, flexible model that can work for any business in any industry to recruit, train, and retain highly skilled workers . Apprenticeship provides both a means for engaging businesses in sector strategies – and the solution to meet the workforce needs identified by sector partners .

Apprenticeship is also the gold standard for a career pathways program . The structure of a Registered Apprenticeship program is along a pathway for progressive increases in skills, knowledge, and wages . In this “earn and learn” model, workers, hired by industry, begin receiving wages on day one of their apprenticeship . Pre-apprenticeship programs are frequently part of the pathway, used as a bridge for individuals who need basic skills and other workforce preparation before entering a Registered Apprenticeship program .

To learn more about apprenticeship and access resources to develop apprenticeship strategies, visit the ApprenticeshipUSA Toolkit at www .dol .gov/apprenticeship/toolkit .htm.

9


INSERT THE SIX KEY ELEMENTS ASSESSMENT TOOL HERE FROM PAGES 102-109 OF THE CAREER PATHWAYS TOOLKIT

is there a better way to do this than repeating these pages - can we simply link?

holding until decision on combining toolkit and workbook

10


ACKNOWLEDGEMENTSThis workbook development included the input and ideas of a career pathways working group that included:

• Judy Alamprese, Abt Associates Inc .

• Amanda Bergson-Shilcock, National Skills Coalition

• Todd Cohen, Maher & Maher

• Tim Harmon, Workforce Enterprise Services, Inc .

• Debra Hsu, Minnesota State Colleges and Universities

• Steve Klein, RTI International

• Emily Lesh, Colorado Workforce Development Council

• Judy Mortrude, Center for Law and Social Policy (CLASP)

• Layli Oliver, Maher & Maher

Special thanks to Debra Mills, who provided substantive expertise on tool development .

The development of this workbook included Manhattan Strategy Group (Contract #DOLU14A22202) staff Bonnie Elsey and Jessie Stadd under the technical direction of USDOL/ETA staff Jennifer Troke, Sara Hastings, and Robin Fernkas .

ELEMENT ONE BUILD CROSS-AGENCY PARTNERSHIPS AND CLARIFY ROLES

A cross-agency leadership team clarifies the roles and responsibilities of each partner and gains high level support from political leaders for an integrated career pathways system.

_______________________________________________

Key Element Components:

• Engage cross-agency partners and employers .

• Establish a shared vision, mission, and set of goals .

• Define the roles and responsibilities of all partners .

• Develop a work plan and/or Memorandum of Understanding for the partnership .

12

ELEMENT ONEBUILD CROSS-AGENCY PARTNERSHIPS AND CLARIFY ROLES

Introduction to Element One

A cross-agency leadership team made up of the right partners is critical to establish and sustain a career pathways system as well as sector strategy initiatives . The State’s Workforce Development Board is responsible for establishing industry or sector partnerships related to in-demand industry sectors and occupations and supporting the use of career pathways . The board may take on the responsibility to administer the state’s initiatives directly or appoint an entity of cross-agency partners to administer the state’s initiatives . The sector strategy initiatives are generally regionally based and align with regional economies while the career pathways system is state or locally driven while being informed by sector strategies .

Likewise, the Local Workforce Board is equally critical in establishing and sustaining career pathways programs that meet the workforce needs of their constituents . The state and local leadership team for career pathways in element one: Build Cross Agency Partnerships and Clarify Roles, forms the backbone for the six key elements of a career pathways system . The commitments made in element one may result from activities or exercises you participated in during a review of the other elements of your state career pathways system . It is not the intent of this workbook to complete the worksheets under each element sequentially . Many of the tools provided in the remaining elements of this workbook can help form the basis for agreements in element one . For example, element four: Identify Funding Needs and Sources’ worksheet is helpful in completing the Memorandum of Understanding (MOU) in element one . Likewise, the worksheets in element five: Align Policies and Programs help identify areas of alignment that you may wish to incorporate into the MOU in element one . Measuring System Change and Performance in element six reflect agreements and strategies made in element one . ake the time to review the worksheets in the entire workbook and determine the order of completion that makes the most sense to your leadership team . This will aid in the implementation of your entire career pathways system .

13

ELEMENT ONE1.0: PRE-PARTNERSHIP CHECKLIST

1.0 Pre-Partnership Check-up

The Pre-Partnership Check-up worksheet intent is to guide the thinking of the State and Local Workforce Development Boards or the state and local leadership teams for career pathways to assess the value, costs, and risks of creating a partnership or adding new members to the existing partnerships . The responses to the Pre-Partnership Check-up questions can also help senior managers decide whether to approve resource commitments needed for the proposed new partnership . Consider some type of evidence to back up your responses to this worksheet . There might not be answers to every question at this very early phase, but these are important factors to consider . Please provide as much detail as possible in your responses .

A separate Checklist for Existing Partnership worksheet is available on page 33, which may help you to assess existing partnerships on a periodic basis . The state or local leadership team may want to review this second instrument, as it will provide guidance on the issues project leads may consider and work towards clarifying with their partners . This Pre-Partnership Check-up is also helpful in forming partnerships at the regional level .

Your name:

Partnership name:

1 . Proposed partners:

14


2 . Purpose of partnership:

3 . What is the expected duration of the partnership?

4 . Who are the decision makers as to the membership of the partnership?

5 . Describe the governance of the partnership .

ALIGNMENT

6 . What assets does each partner bring to build and sustain a state-wide career pathways system? (refer to exercise 1 .1B assets and limitations of partners)

Partner List Partner Name Asset That Partner Brings

Partner 1

Partner 2

Partner 3

Partner 4

Partner 5

Partner 6

Partner 7

Partner 8

15


7 . Why does(do) the proposed partner(s) wish to engage with the partnership?

Partner List Partner Name Benefit to Partner

Partner 1

Partner 2

Partner 3

Partner 4

Partner 5

Partner 6

Partner 7

Partner 8

8 . Do the proposed partners have a shared vision? Please state that vision .

9 . Does the proposed partnership have the potential to enhance the state’s career pathway system?

yes no somewhat don’t know

Please explain how .

10 . Why collaborate now?

16


COMMITMENT

11 . Is there a clear commitment to the partnership by senior levels of management from all agencies/organizations involved in creating the partnership? Please identify the level of commitment for each partner .

Partner 1 Name:

Clear commitment?


What is the evidence of that commitment?

Partner 2 Name:

Clear commitment?



Partner 3 Name:

Clear commitment?



17


Partner 4 Name:

Clear commitment?



Partner 5 Name:

Clear commitment?



Partner 6 Name:

Clear commitment?



18


Partner 7 Name:

Clear commitment?



Partner 8 Name:

Clear commitment?



12 . Have you identified the key stakeholders (workforce development agencies, secondary and postsecondary education, adult basic education, economic development, and employers) and communication strategies?


13 . How will the costs be distributed among the partners?

19


14 . What are the potential risks to each agency involved in the partnership?

Agency List

Agency Name Risk to Agency

Agency 1

Agency 2

Agency 3

Agency 4

Agency 5

Agency 6

Agency 7

Agency 8

15 . Is the willingness to take risks comparable among the partners?

Partner 1 Name:

Willing to take risks?


Partner 2 Name:



Partner 3 Name:



20


Partner 4 Name:



Partner 5 Name:



Partner 6 Name:



Partner 7 Name:



Partner 8 Name:



16 . Is there a mechanism to balance priorities and resolve disagreements?


17 . Is there a clear and reasonable exit strategy for a partner and have you identified how it would impact the partnership?


21


RESOURCE REQUIREMENTS (financial and other, e.g. staff, space)

18 . What partner resources are required to launch the partnership?

19 . What partner resources are required to sustain the partnership?

20 . What is (are) the partner(s) willing to contribute?

Partner List Partner Name Partner Contribution

Partner 1

Partner 2

Partner 3

Partner 4

Partner 5

Partner 6

Partner 7

Partner 8

22


21 . Do you have a plan to acquire other funding to launch and sustain the partnership?


Please explain:

Source: These materials are based off Cornell University’s Library Partnership Assessment Tools,

available here: https://ecommons .cornell .edu/bitstream/handle/1813/40156/Pre-PartnershipCheck2 .

pdf?sequence=7&isAllowed=y

23

ELEMENT ONE1.1: BUILDING A LEADERSHIP TEAM

1.1 Building a Leadership Team

Description and link to ETA location of the Excel spreadsheet 1 .1 .

Might add a screen capture of part of it so users are assured they’ve found the correct documents .

1.1B IDENTIFYING ASSETS OF TEAMDescription and link to ETA location of the Excel spreadsheet 1 .1b


24

ELEMENT ONE1.2: DEFINING ROLES & RESPONSIBILITIES OF PARTNERS

1.2 Defining Roles & Responsibilities of Partners

Description and link to ETA location of the Excel spreadsheet 1 .2 .


25

ELEMENT ONE1.3: MOU TEMPLATE

1.3 Memorandum of Understanding (MOU) Template

MOU INVENTORYUse this checklist to document the topics, policies and guidelines you may wish to include in your MOU . This checklist may be used for the Career Pathways Systems MOU at the state or local level as well as a template for the larger WIOA MOU .

Directions:

1 . Have each partner complete the checklist separately, using the form fields to elaborate on their selections in order to share additional thoughts .

2 . Compile, compare, and discuss the responses . At the beginning, you may wish to agree upon what will and what will not be included in the MOU, but do not get into negotiations of these topics .

3 . Based on discussion with the partners, create a final joint version of this checklist .

4 . Use this joint checklist for future meetings to negotiate the MOU .

PURPOSE1 . Vision

assign importance: critical optional do not include

2 . Mission


26


3 . Shared Goals


4 . Duration (start and end date)


ORGANIZATIONAL STRUCTURE

5 . Identification of Partners


6 . Geographic Area (define state or region)


7 . Define Decision-making Model (definitions on page XX): Cooperative, Collaborative, Integrated, or Other


27


MEETINGS8 . Attendance


9 . Quorum


10 . Meeting Frequency


11 . Special Meetings


PARTNER ROLES & RESPONSIBILITIES12 . List (may be an addendum to the MOU . Refer back to 1 .2 Roles & Responsibilities of Partners)


28


13 . Financial contributions: Cash and In-kind (refer to element four worksheets on page XX -XX)


POLICIES AND CONSIDERATIONS14 . Data Sharing


15 . Metrics Collective Impact (refer to Element Six, Collective Impact on page 152)


16 . Financial Policies/Procedures


17 . Fundraising Policies/Procedures


29


18 . Conflit Resolution Guidelines


19 . Confidenitality Policy


20 . Intellectual Property Policy


21 . Conflict of Interest Policy


22 . Diversity/Inclusivity Policy


30


23 . Accessibility Policy


24 . Documentation Policies (retention and destruction)


25 . Indemnification Clause


26 . Risk, Security, and Insurance Policies


27 . Compliance with Federal Regulations


31


28 . Compliance with State Regulations


29 . Compliance with Local Regulations


30 . Other (fill in other topics if desired)






32


DECISION MAKING MODEL

Adapted from Colorado Nonprofit Association . (2013) . Collaboration Toolkit: Creating an MOU .

Worksheet: MOU Inventory . Retrieved from http://www .coloradononprofits .org/wp-content/uploads/

MOU-toolkit-MOU-Inventory-Worksheet .pdf

33

ELEMENT ONE1.4: EXISTING PARTNERSHIP CHECKLIST

1.4 Checklist for Existing Partnerships

Use this tool periodically to check on the progress of your career pathways leadership team partnership and to address problems, should they develop (e .g ., stagnation, uneven participation, undue conflict, etc .) . It is not an assessment of your overall career pathways system, rather, it is meant to help determine whether a partnership is functioning as well as it could be . It is extremely important that all partners practice total transparency in order to build trust and accountability in your partnership . We suggest starting the check-up as an internal exercise (all partners) followed by reporting out as needed to resolve issues . Use the responses to assess the effectiveness of the partnership, uncover problem areas, course correction, or terminate the partnership .

Respondents must be frank and open . This is not a job performance critique but an assessment of how the partnership is working . If there are serious issues, consult with the state Workforce Development Board for guidance .

Please enter your name and the name of your partnership:

Your name:

Partnership name:

I. CLARITY AND REALISM OF PURPOSE

1 . Is the purpose of the partnership:

Meeting your expectations

Not meeting your expectations

Exceeding your expectations

2 . Please indicate the degree to which you agree or disagree with the following statements:

a . The partnership is on track toward accomplishing the intended outcomes .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

34


b . The deliverables are on target .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

c . The deliverables are on time .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

d . The achievements are celebrated .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

e . There are barriers to achieving the intended outcome of the partnership

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

3 . Please comment on your choices above:

If the current level of accomplishments is not meeting your expectations, what will help you meet them?

35


If the current level of accomplishments is exceeding your expectations, what contributes to the success?

III. COMMITMENT AND BUY-IN

4 . Is the current state of commitment and buy-in meeting, not meeting, or exceeding your expectations?





a . Senior levels of management from the partner organizations show their commitment .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

b . The state’s Workforce Development Board shows its commitment .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

c . All partner agencies are committed .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

36


d . Partners exhibit total transparency within the partnership .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

e . Stakeholders are informed . By “stakeholders,” we mean those with an interest in the partnership, but not necessarily participating directly .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

f . Stakeholders are committed .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA


If the current level of accomplishments is not meeting your expectations, what will help you meet them?

If the current state of commitment and buy-in is exceeding your expectations, what contributes to the success?

37


IV. OPERATIONAL ARRANGEMENTS

7 . Are the operational arrangements meeting, not meeting, or exceeding your expectations?





a . The costs are distributed fairly .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

b . The benefits are distributed fairly .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

c . The tasks are distributed fairly .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

d . Adequate discretionary resources are allocated to ensure success .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

38


e . Adequate staff are allocated to ensure success .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

f . The level of trust between the partners is sufficient for effective collaboration .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

g . Communication between partners is adequate and effective .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

h . The partners are appropriately recognized for their contributions .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

i . Stakeholders are committed .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

39


j . The degree of transparency in financial and other resource arrangements is sufficient .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA


If the current state of operational arrangements is not meeting your expectations, what will help you meet them?

If the current state of operational arrangements is exceeding your expectations, what contributes to the success?

V. ASSESSMENT, COURSE CORRECTION AND PROMOTION

10 . Are the current assessment, course correction and promotion efforts meeting, not meeting or exceeding your expectations?





a . There are shared metrics to assess results .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

40


b . Based on the assessment results the goals, objectives, and arrangements are reevaluated and where necessary revised .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

c . Successes are well communicated to stakeholders and beyond .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

d . This partnership is efficient and effective in achieving the intended outcome for all partners .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA

e . Benefits outweigh costs for partners .

agree

somewhat agree

somewhat disagree

disagree

don’t know/NA


If the current assessment, course correction and promotion efforts do not meet your expectations, what is your plan for improvement?

41


If the current operational arrangements are exceeding your expectations, what factors contribute to the success?

Source: These materials are based off Cornell University’s Library Partnership Assessment Tools, available

here: https://ecommons .cornell .edu/bitstream/handle/1813/40156/Existing-PartnershipCheck3 .

pdf?sequence=3&isAllowed=y

42

ELEMENT ONEGOVERNANCE STRUCTURE CHART

Governance Structure

This worksheet is an example of some of the programs you may wish to include in your partnership . The worksheet intent is to identify the governance and oversight structures of Federal programs . This may not be an exhaustive list and you may wish to add or delete programs including state or local programs if applicable . This may be helpful in determining what agency or oversight board you need to engage in negotiating formal agreements such as a Memorandum of Understanding (MOU) . Remember it is best to involve these oversight bodies up front to ensure a collaborative process .

1. OVERSIGHT BODIES

Federal Programs State BoardsRegional Boards

Local BoardsSchool

DistrictsRegional

CollaborativeLocal

Collaborative

WIOA Title I Adult & Dislocated Workers

WIOA Title I Youth Programs

WIOA Title II Adult Education & Literacy

WIOA Title III Amendments to Wagner-Peyser

WIOA Title IV Amendments to Rehabilitation Act

Older Americans Act

Trade Adjustment Act

Veterans Employment & Training Services

Unemployment Compensation

TANF – Temporary Assistance for Needy Families

43

ELEMENT ONEGOVERNANCE STRUCTURE CHART

Federal Programs State BoardsRegional Boards

Local BoardsSchool

DistrictsRegional

CollaborativeLocal

Collaborative

SNAP – Supplemental Nutrition Assistance Program

Carl Perkins Vocational & Technical Education Act – Postsecondary

Carl Perkins Vocational & Technical Education Act – Secondary

Second Chance Act of 2007 – Corrections

Community Services Block Grant (CSBG) Employment & Training

Housing & Urban Development (HUD) Employment & Training

Source: Minnesota Department of Employment & Economic Development

ELEMENT TWO IDENTIFY INDUSTRY SECTORS AND ENGAGE EMPLOYERS

Sectors and industries are selected and are partners and co-investors in the development of career pathways systems.

_______________________________________________


• Conduct labor market analysis to target high demand and growing industries .

• Survey and engage key industry leaders from targeted industries and sector partnerships .

• Clarify the role of employers in the development and operation of programs .

• Identify existing training systems within industry as well as the natural progression and/or mobility (career ladders/lattices) .

• Identify the skill competencies and associated training needs .

• Sustain and expand business partnerships .

45

ELEMENT TWOIDENTIFY INDUSTRY SECTORS AND ENGAGE EMPLOYERS

Introduction to Element Two

The key to a successful career pathways system is to assure you are selecting industries and occupations that are in demand in your region that pay a family sustaining wage . The message from the Workforce Innovation and Opportunity Act of 2014 is clear—the workforce, human service, and educational systems must be in alignment with business and industry and be demand driven . The worksheets provided in this section will help you assess the industries and occupations in demand, as well as assess your progress of incorporating employers as partners, co-leaders, and co-investors in the development of the workforce . This section includes a tool from ETA’s Sector Strategies Resources: The Sector Strategies Organizational Self-Assessment Tool . It is important to note that in addition to analyzing industries, it is critical to review occupational data as well, since many occupations cut across industry sectors .

46

ELEMENT TWO2.0: SECTOR STRATEGIES TOOL

2.0 Sector Strategies Tool

See the following pages .

<recommend at least citing the source here or providing a link>

47

ETA Sector Strategies Technical Assistance Initiative

P a g e | 1 Pilot Tool 2.1

Sector Strategies Organizational Self-Assessment Is your organization demand-driven and sector-focused?

About This Tool This self-assessment tool is designed to help local and regional workforce organizations (and current sector partnerships) determine how well they are implementing full-scale sector strategies today and where they should prioritize future enhancements.

The 20-question assessment is organized along five broad capability areas:

1 | Data-Informed Decision Making Is your organization/partnership using rigorous data to make decisions about target industries and education and training investments?

2 | Industry Engagement How broad and deep is the involvement of targeted industry sector employers in designing and delivering programs and services?

3 | Sector-Based Service Delivery How well are you and your partners facilitating the delivery of workforce solutions that are responsive to the needs of workers and the targeted industry sector(s)?

4 | Sustainability & Continuous Improvement How well is your organization able to measure sector strategy outcomes? Are you positioned to financially sustain sector work over time?

5 | Organizational Capacity and Alignment Does your organization have the personnel, policies, vision, and resources in place to continually support sector strategy outcomes?

The capability areas, as described in the assessment, should be viewed as aspirational. They represent the capabilities that an organization that is interested in launching or advancing a full-scale sector strategy should seek to attain. It is rare that an organization would excel in all areas.

For more information on full-scale sector strategies see ETA’s Sector Strategies Framework document.

48


P a g e | 2 Pilot Tool 2.1

How to Take the Assessment It is recommended that multiple individuals from the same organization (or from the same sector partnership) take the assessment and come together to discuss findings. Upon completion of the assessment, consider the following questions:

What areas represent our strengths? Why?

What areas represent learning opportunities?

Is there important sector-related work that we are not doing? If so, what?

Do we have different points of view within our organization about our self-assessment scoring? What can we learn from the different perspectives?

What are our priorities for the next year?

Before taking the assessment, please answer the following question:

Is your organization currently leading or part of any active sector partnerships? If yes, which industries are you targeting?

49


1 = Not at all | 2 = Making progress but a long way to go | 3 = Have some of this, sometimes | 4 = Yes, in place now | 5 = Not only in place but we are excelling P a g e | 3 Pilot Tool 2.1

Sector Strategies Organizational Self-Assessment

Data-Informed Decision Making

Is your organization/partnership using rigorous data to make decisions about target industries and education and training investments?

Elements of a high-performing sector-focused organization

If you think your organization rates as a “5” (see ratings key below) you consider it to have the following in place:

1 | Understanding of the region’s most important industry sector(s) through use of rigorous economic, industry, and labor market data collection and analysis

You use tools (e.g. location quotient analysis, traditional and real-time LMI), to regularly quantify your region’s most competitive and emerging industries.

You have agreement across partners (e.g. economic development entities) about target industry sectors.

You use LMI and target industry data that focuses on your actual regional economy (e.g. where labor and goods flow) rather than on only a WIB’s service delivery area or a county border).

You have a formal process for an ongoing review of data and for making adjustments to target industry sectors.

1 2 3 4 5

Action Items:

50





2 | Process in place to identify specific skill needs, level of demand, and area education and training program gaps within target industry sector(s)

You regularly use both traditional and real-time data sources as well as focus groups and/or interviews with employers to identify growth occupations within target sectors and specific skill and hiring needs.

You have a formal and continuous process involving education partners to work with employers to review labor market demand, and identify/validate workforce needs and specific KSAs of critical occupations.

You have a formal process to identify gaps among existing regional education, training worker support, business services, and the needs of the target industry sector(s) employers.

You have a clear grasp of the employment disparities (e.g. based on race, ethnicity, gender) and individual and systemic barriers to economic security faced by job seekers/workers in your region

1 2 3 4 5

Action Items:

3 | Provision of data that is understandable and shared across partners to enable joint, collaborative decision-making

You have up-to-date materials (i.e. reports, industry briefs) that clearly and compellingly identify regional target industry sectors and their workforce needs.

You have the reputation, regionally, as a “go-to” source for target industry data and workforce needs.

1 2 3 4 5

Action Items:

51



Industry Engagement

How broad and deep is the involvement of targeted industry sector(s) employers in designing and delivering programs and services?


If you think your organization rates as a “5” you consider it to have the following in place:

4 | Regional influence to bring key industry leaders to the table and understand the needs of their businesses

You have relationships with business organizations within the target industry sector(s).

You’ve developed criteria (e.g. high job quality, career paths, a great reputation among workers and job seekers) to identify which employers to focus on involving and supporting through use of sector partnership resources.

You have the ability to easily identify and convene a network of large and small employers (and key decision-makers from those employers) within the sector(s), or credible relationships with business organizations that will include you in their meetings and conversations.

1 2 3 4 5

Action Items:

5 | Industry as a strategic partner in designing and executing services and programs

You have specific vehicles for soliciting ongoing workforce needs from industry partners (not just during periodic meetings or surveys).

You have industry partners that help define program strategy and goals, identify necessary skills, competencies, and resources to support education (e.g., equipment, instructors, internships), and, where appropriate, hire qualified students who complete programs.

1 2 3 4 5

Action Items:

52



6 | Capability to take on the sector partnership intermediary role if required

When necessary, you can play the intermediary role, including guiding the partnership; managing its work; maintaining strong relationships with employers; maintaining an up-to-date understanding of employer needs and opportunities; and guiding efforts to evaluate and make improvements to a sector partnership.

You have credibility with the target industry sector(s) and entrepreneurial attitude to guide sector partnerships where employers want to take it.

1 2 3 4 5

Action Items:

Sector-Based Service Delivery

How effectively are you and your partners facilitating the development and delivery of workforce opportunities that are responsive to the needs of an entire targeted industry?



7 | Capability to fill the industry’s near-term workforce needs

You’ve had success in working with education partners through a sector strategy to develop responsive curriculum/courses for target sectors to provide immediate access to customized training and certification programs as needed.

You’ve had success in providing systematic support to employer needs—across an entire industry—in business outreach, hiring services, retention programs, etc.

Your organization (e.g. WIB, AJC) has the agility and flexibility to develop new programs rapidly in response to target industry workforce needs.

1 2 3 4 5

Action Items:

53





8 | Capability to meet the industry’s longer-term pipeline needs across a range of skill levels

You have an up-to-date inventory of regional education and training programs relevant to the targeted industry sector(s) in order to determine assets and gaps.

You can facilitate area educational units (e.g. K-12, adult education, community colleges, career & technology institutions, universities) to work together in response to targeted industry sector(s) to address identified regional long-term workforce needs at all educational levels.

You have experience and the ability to influence target sector(s) employers to develop, incorporate, and/or expand industry-recognized credentials.

1 2 3 4 5

Action Items:

9 | Ability to overcome barriers for lower-wage workers in order to facilitate employment and career advancement within the targeted sector(s)

You’ve identified barriers to work that are individual and systemic in nature (e.g. lack of work experience, substance abuse, transportation, child care), created solutions, and brought about industry-wide changes that support them as standard practices.

You’ve worked across an industry on career advancement solutions (e.g. tuition assistance, enhanced credentialing structure, on-the-job coaching) to encourage worker mobility.

1 2 3 4 5

Action Items:

54





10 | Experience with and capability to develop effective, employer-validated career pathways in support of the target sector(s)

With partners, you have experience with mapping and designing modularized curricula and career pathways across a range of skill needs (entry-level to advanced) to serve target industries.

You’ve had success in designing education and training pathways that enable students and adults to move seamlessly between academic and career technical programs, to and from work, and to achieve advanced credentials.

1 2 3 4 5

Action Items:

11 | Experience with and capability to design and implement, with employers, work-based learning models in targeted sector(s)

You have experience building and funding—on an industry level—models such as:

On-the-job training

Cooperative education

Paid internships

Pre-apprenticeship or Registered Apprenticeship programs

1 2 3 4 5

Action Items:

55





12 | Partnerships with the right regional organizations to deliver comprehensive solutions in response to target industry sector(s) needs—while minimizing the duplication of services

You have dynamic alliances (including clearly defined roles) with the following organizations in executing sector strategies:

K-12, community colleges, adult education programs, private training providers, labor unions, and universities: To align curricula to career pathways and provide a bridge from secondary, pre-GED, and post-secondary education to a career.

Local industry associations, chambers of commerce, and economic development agencies: To identify target industry sectors, convene industry, and jointly address regional growth strategies.

Community-based organizations: To reach populations that are currently underrepresented in the target sector(s) and allow CBO services to be effectively integrated into sector-based strategies.

1 2 3 4 5

Action Items:

13 | Willingness and ability to respond to non-workforce needs directly related to the industry’s economic development or growth opportunities

You are open and have the capacity to engage sector partners to address non-workforce issues with employers (e.g. access to technology and innovations, streamlining suppliers or supply chains, transportation and logistics issues) depending on industry sector(s) needs.

1 2 3 4 5

Action Items:

56



Sustainability & Continuous Improvement

Is your organization able to measure sector strategy outcomes and sustain sector work over time?



14 | Ability to “build the buzz” about the value of sector partnerships as a means to continuously secure stakeholder buy-in

You have marketing material developed to promote existing sector partnerships.

You have close connections with area media to build awareness about partnership goals and community support.

1 2 3 4 5

Action Items:

15 | Sector partnership measures of success identified and tracked with continuous improvement processes built in

You have a common agreed-upon dashboard of success indicators (i.e. consensus around sector partnership “outcomes”), determined in part by indicators needed to bring about systems changes.

Your measures reflect services to business. You have a process in place for collecting and analyzing data, and using

metrics to make future adjustments. Your board, executive committee, or program committee routinely

reviews sector partnership metrics.

1 2 3 4 5

Action Items:

57





16 | Sustainable funding source(s) to establish and expand sector partnerships

You have an understanding of available funding sources (e.g. grants, foundation support, repurposed program funds, discretionary funds, industry support), and a commitment to identify emerging sources that could support sector initiatives.

You develop strategies for sustainability and pursue them from the beginning of sector partnership operations.

You have a willingness to be innovative in finding, braiding, and utilizing resources to support sector partnerships (including public, philanthropic, and private sector resources).

You’ve had success in obtaining funding from multiple sources that pays for the intermediary roles, services, systems change strategies, and other costs of the sector initiative.

The business community contributes resources to the partnerships.

1 2 3 4 5

Action Items:

Organizational Capacity & Alignment

Does your organization have the personnel, policies, vision, and resources in place to support sector strategy outcomes?

17 | Organizational commitment to bring partners to a shared vision

You’ve had success in collectively developing, with your partners (e.g. economic development, higher education), a shared vision around target industry growth and economic security for workers.

You have the capacity to serve in a sector partnership intermediary role when required (i.e. as the neutral and credible party/convener brokering relationships among sector partners).for the intermediary roles, services, systems change strategies, and other costs of the sector initiative.

The business community contributes resources to the partnerships.

1 2 3 4 5

Action Items:

58





18 | Organizational culture that promotes a demand-driven approach within a sectors framework

You have the leadership (executives, board) that understands the importance of and prioritizes a focus on serving employers for the purposes of aligning the workforce system to target sector needs.

Your organization has a strategic plan/vision that emphasizes the organization’s role in driving regional economic security and industry growth through sector partnerships.

1 2 3 4 5

Action Items:

19 | Organizational structure (administrative policy, committee structure) that supports industry engagement within a sectors framework

You have staff member(s) with explicit roles to examine, across businesses, broader industry workforce trends for the purpose of executing sector strategies.

Your organization’s board/oversight group includes private sector representatives that reflects the target industry mix.

You have an administrative structure that promotes and supports sector strategies (e.g. organizational or committee structure oversees sector initiatives).

You have administrative policies that support sector strategies (e.g. sector partnership concepts are explicitly built into organization’s policy goals; American Job Center has a policy to prioritize services for target industry employers).

1 2 3 4 5

Action Items:

59





20 | Staff have expertise about current target industries and have opportunities to hone knowledge as targets change

Your staff has ample opportunities to attend targeted industry-related professional development events for the purposes of staying fresh on technologies, growth trends, and workforce needs.

Your staff understands the industry sector’s language, pain points, high-leverage opportunities, and culture, and they respect the industry sector’s culture.

All staff members, regardless of position, understand why a sector strategy approach makes sense, and their role within it.

1 2 3 4 5

Action Items:

60

ELEMENT TWO2 .1: LABOR MARKET ANALYSIS

2.1 Labor Market Analysis

It is important to review the vast amount of data available to your team to identify regional economies, industry sectors and occupations in demand . The consistent sources of data across the nation are the U .S . Census Bureau, U .S . Bureau of Labor Statistics, Unemployment Compensation records, and your state’s Office of Higher Education database . In addition, you may wish to enrich this data with real-time data available thru job postings on job boards . You may also wish to add to your data by designing your own survey instrument such as a job vacancy survey . Your state’s Labor Market Information office may be your best source to help you in conducting this analysis . The following chart is a list of resources to consider in doing your analyses, followed by a checklist of data to consider in identifying your regions, industry sectors, occupations, and labor supply for the jobs available .

EMPLOYMENT RESOURCES

Report Type

Current Employment Statistics (CES) – monthly survey of business establishments from payroll records on employment, hours, and earnings

Quarterly Census of Employment & Wages (QCEW) - quarterly state and county data classified by industry based on quarterly reports filed by employers for over 7 million establishments subject to unemployment compensation laws .

Current Population Survey (CPS) - Labor Force Statistics; monthly Current Population Survey of households provides employment and unemployment information by age, race, ethnic origin, and other characteristics such as educational attainment and veteran status .

Job Vacancy Surveys – Some states design a survey of business establishments by industry sector to identify the projected vacancies expected by occupation . States may use CES data to identify business establishments by industry .

Business Employment Dynamics – gross job gains and loss statistics . Helpful reports: • Quarterly Census of Employment & Wages (QCEW) • Unemployment Compensation records (UC)

Employment by Occupation – Occupational Employment Statistics (OES) . Annual survey provides data on employment and wages by occupation and industry at the national, state, and some metropolitan areas .

Employment Projections – estimates of labor market 10 years into future . (http://www .bls .gov/emp/)

Geographic profile – Current Population Survey (CPS) . Employment and unemployment demographics of the population by regions and states and District of Columbia

State and Local Unemployment Rate - Local Area Unemployment Statistics (LAUS) . Program provides monthly and annual employment, unemployment and labor force data for geographic regions and divisions, states, counties, metropolitan areas, and many cities .

61


INDUSTRY DATA

Report Type

Employment, hours, & earnings includes national annual and quarterly employment and wage data by industry for counties . Current Employment Statistics (CES)

Employment Projections by industry for ten years into the future . Employment Projections

Occupations – Occupational Employment Statistics (OES) by NAICS codes

OCCUPATIONAL DATA

Report Type

Occupational Outlook Handbook – describes nature of work, working conditions, training and education needed, earnings, and projected job prospects . http://www .bls .gov/ooh/

Career Outlook – occupations, industries, pay and benefits . Data on the number of people employed in that occupation . http://www .bls .gov/emp/

Occupational Employment Statistics (OES) – wages by area and occupation from annual National Compensation Survey of establishments incudes data on employment and wages by occupation and industry for over 800 occupations and 400 industries for national, state, and metropolitan areas .

Employment Projections – estimates of Labor Market 10 years into future . http://www .bls .gov/emp/

Careeronestop – explore careers, find training, job search assistance, and find an American Job Center . http://careeronestop .org

Occupational Information Network - O*NET – Find occupations within industry and those with a bright future . http://www .onetonline .org

62


USING LABOR MARKET DATA

Identify your regional economyConsider reviewing the following data:

Existing planning regions, economic development regions, and local areas/workforce service areas

Commuting Patterns data from the U .S . Census Bureau’s OnTheMap tool: http://onthemap .ces .census .gov/

County Business Patterns (CBP) by industry http://www .census .gov/econ/cbp/

Location Quotient http://www .bls .gov/cew/cewlq .htm

Other

From the data above, identify your regional economy:

Select industry sectors within your regional economyConsider reviewing the following data:

Concentrations of establishments taken from Quarterly Census of Employment & Wages (QCEW) . http://www .bls .gov/cew/

Number of employers and jobs by industry (NAICS) http://www .bls .gov/ces/

Total payroll by industry (NAICS) http://www .bls .gov/ces/

Location Quotient http://www .bls .gov/cew/cewlq .htm/

Industry projections http://www .bls .gov/emp/

Business Employment Dynamics – Quarterly data series of gross job gains and gross job losses . Data is helpful in providing a picture of the dynamic state of the labor market http://www .bls .gov/bdm/

Select the top one to two industries to target:

63


Select the occupations within the target industries as well as other in-demand occupationsConsider reviewing the following data:

BLS 2012 – 2022 Employment outlook http://www .bls .gov/emp/

Job vacancy survey (contact state LMI office for information)

Industry Occupation Staffing Matrix http://www .bls .gov/emp/ep_table_109 .htm

Occupations in Demand - http://www .mn .gov/deed/data/data-tools/oid/ - state specific tool .

Occupational Employment Statistics http://www .bls .gov/oes/ - **these data are considered “research estimates” because they are still in development, however, they can provide a good gauge of employment levels and wages for occupations within industries, by geographic location

Occupational projections http://www .bls .gov/emp/

New & Replacement openings http://www .bls .gov/emp/

Minimum education requirement by occupation http://www .bls .gov/emp/ep_table_112 .htm

Occupational Outlook Handbook http://www .bls .gov/ooh/

Careeronestop http://careeronestop .org

Occupational Information Network - O*NET http://www .onetonline .org

Other

Review the demand and supply side and list the entry-level occupations you wish to target for designing career pathway programs. Targeted Occupation #1:

Career Pathway Program

64


Targeted Occupation #2:


Targeted Occupation #3:


For a detailed chart of available data sites, link to George Washington University Matrix http://gwipp .gwu .edu/files/downloads/Reamer_and_Poole_Data_Matrix_10-08-14 .pdf

65


SELECTING INDUSTRY SECTORS: A TOOL FROM THE SECTOR STRATEGIES INITIATIVE In addition to the data analysis above, ETA’s sector strategy group provides another way of looking at your regional economy based on the questions you may ask .

Question: Is the industry strong and concentrated regionally?

Metric 1:

Employment Dynamics: Assessment of current industry employment, new hires, separations, recalls, job gains and losses, and earnings

Where to find the data:

US Census Bureau’s QWI (Quarterly Workforce Indicators) are a set of economic indicators including employment, job creation, earnings, and other measures of employment flows . The QWI are reports detailed firm characteristics (geography, industry, age, size) and worker demographics (sex, age, education, race, ethnicity) and are available tabulated to national*, state, MSA, county, and Workforce Investment Board (WIB) . http://lehd .did .census .gov/data/

The QWI Explorer Tool allows for comparative analysis of a wide variety of employment indicators across counties, MSAs, and WIBS for any industry . http://qwiexplorer .ces .census .gov/#x=0&g=0

The LED Extraction Tool allows for more detailed and intentional examination of specific geographies, employment indicators and industries . http://ledextract .ces .census .gov

Bureau of Labor Statistics – Quarterly Census of Employment and Wages (QCEW) State and County Map Application allows for a geographic comparative assessment of changes for a variety of metrics within a specific industry for a given time period i .e . County-based comparison of the % change in employment within the Hospitality sector for Q3 2015 . http://www .bls .gov/cew/

Metric 2:

Historical Growth: Measures current employment levels and past performance of an industry sector including the rate of change over a given period of time


Bureau of Labor Statistics – Quarterly Census of Employment and Wages (QCEW) State and County Map Application provides a visual representation of state or county comparisons for a variety of metrics collected by the QCEW . http://beta .bls .gov/maps/cew/us

QCEW Data Viewer: County, MSA, State, and National Data by Industry allows for customizable searches for industry (out to 6-digit NIACS) data based on the QCEW . Multi-year data available . http://www .bls .gov/cew/apps/data_views/data_views .htm#tab=Tables

66


Metric 3:

Industry Concentration (Location Quotient): The location quotient variable is a comparative statistic used to calculate relative employment concentration of a given industry against the average employment of the industry in a larger geography (e .g ., nation) . Industries with a higher location quotient (usually greater than 1 .0) indicate that a region/state has a comparative advantage in the production of that good or service


Bureau of Labor Statistics – Occupational Employment Statistics (OES) Data Set is a semi-annual mail survey designed to produce estimates of the employment and wages for specific occupations . Data is used to produce employment and wage estimates for over 450 industry classifications out to the 6-digit NAICS level . http://www .bls .gov/oes/charts .htm

Bureau of Labor Statistics – Occupational Employment Statistics (OES Data Set – Location Quotient Indicator – Tool demonstrates which occupations are most concentrated relative to the national average for a specific state or local area . http://www .bls .gov/oes/current/area_lq_chart/area_lq_chart .htm

Metric 4:

Shift Share Analysis: Shift share attempts to determine how much of regional job growth can be attributed to national trends and how much is due to unique regional factors . Shift share helps answer why employment is growing or declining in a regional industry, cluster, or occupation


EMSI (Economic Modeling Statistics International) – Highest Ranked Industries Report This report provides a list of the highest ranked industries according to employment, wages, growth, competitive advantage and location quotient . http://www .economicmodeling .com/

Metric 5:

Regional Industry GDP: An analysis of industry strength and performance as it relates to economic activity and the total value of good and services produced over a given period of time .


Bureau of Economic Analysis – Industry Economic Accounts provide industry-specific economic performance data for the nation, state, county, or MSA including GDP and annual input-output . http://www .bea .gov/industry/index .htm

67


Question: Is the industry growing?

Metric 1:

Future Growth Projection: Largely incorporates historical growth and performance with expectations of growth/decline at a larger geographic scale (i .e ., state or nationwide)


US Census Bureau Economic Census: Economic Census data compiled and released every 5 years available for U .S ., states, metro areas, counties, and cities . https://www .census .gov/econ/census/index .html

US Census Bureau Economic Indicators: Monthly and quarterly data available for selected sectors . Available at the national level only . https://www .census .gov/economic-indicators/

US Census Bureau Economic Statistics – County Business Patterns: County Business Patterns (CBP) is an annual series that provides subnational economic data by industry . This series includes the number of establishments, employment during the week of March 12, first quarter payroll, and annual payroll . This data is useful for studying the economic activity of small areas; analyzing economic changes over time; and as a benchmark for other statistical series, surveys, and databases between economic censuses . https://www .census .gov/econ/cbp/index .html

US Census Bureau Industry Statistics Portal – Industry Snapshots: Allow you to enter a specific industry and view all relevant Census Bureau surveys and data files . Click on “Selected Visualizations to view maps, charts, and tables of county-level data for any state . https://www .census .gov/econ/isp/index .php

Metric 2:

Economic Indicators: Historical data detailing metrics such as homeownership, new construction, business licenses and permits, commercial leases, etc . for a specific industry or geography


QCEW Data Viewer: County, MSA, State, and National Data by Industry http://www .bls .gov/cew/apps/data_views/data_views .htm#tab=Tables

Question: Does the industry meet our outcome expectations (earnings, creation, wage-levels, etc.)?

Metric 1:

Average Wage: This metric calculates the average occupational wage associated with a particular defined industry sector . The average wage provides a perspective on the quality of jobs within a given industry .

68



US Census Bureau’s QWI (Quarterly Workforce Indicators): http://lehd .did .census .gov/data/

The QWI Explorer Tool allows for comparative analysis of a wide variety of employment indicators across counties, MSAs, and WIBS for any industry . http://qwiexplorer .ces .census .gov/#x=0&g=0

The LED Extraction Tool allows for more detailed and intentional examination of specific geographies, employment indicators and industries . http://ledextract .ces .census .gov

Metric 2:

Job Creation/Gains: Analysis of the number of jobs an industry has added over a given period of time, taking into account losses and separations


See Employment Dynamics section of this resource table for available data source .

Question: Are there untapped assets in your region that give an industry an opportunity to grow/emerge?

Beyond quantitative metrics, communities need to factor in key qualitative on-the-ground intelligence when determining target sectors . The following interrelated regional “assets” should be accounted for, especially as regions look at industry sectors that may not yet be high-growth but show potential for emergence in the future:

• Concentrated research and development (e .g . a region may have top-tier research institutions with potential for translating R&D into industry growth and job creation)

• Natural resources

• Physical infrastructure (e .g . highways, ports)

Regions should consult with their economic development entities, which often track this information .

69

ELEMENT TWO2.2: EMPLOYER ENGAGEMENT SELF-ASSESSMENT

2.2 Self-Assessment Tool for Employer Engagement

The self-assessment tool is designed to help your leadership team explore the current realities surrounding your collective systems’ employer engagement strategies . Although your leadership team may have identified industry sectors and engaged industry leaders, this exercise will help you assess to what extent your agencies have operationalized strategies on a daily basis through the actions of your front-line staff . The tool will help you evaluate your systems’ preparedness to move along a maturity spectrum from separate programmatic approaches to employer engagement to a coordinated strategic approach to employer engagement .

Each partner may choose to complete the assessment separately and share your answers in a team meeting . After completing these worksheets, compare your answers and identify strategies that will improve upon your ability to drive your employer engagement strategies to front line staff . You may wish to include staff at various levels in your organization in answering these questions .

RATE THE CURRENT STATUS OF THE ITEMS BELOW

1 . Staff is knowledgeable of the local labor market area .

strongly agree agree neither disagree strongly disagree

2 . Staff has a well-defined purpose in mind when contacting employers .


3 . Staff assess employer’s needs rather than try to sell them what they have .


4 . My agency has a strong articulated value proposition to employers .


5 . Staff knows the value proposition of my agency .


6 . Staff knows the value proposition of cross-agency partners .


7 . Staff use industry jargon rather than programmatic or government jargon .


70


8 . Rate the maturity of your employer engagement strategies .

a . Staff conducts programmatic job development .

always often seldom never don’t know

b . Staff conducts outreach as business service representatives .


c . Staff conducts outreach as industry sector navigators .


d . Staff coordinates their employer engagement strategies across programs .


e . Staff coordinates their employer engagement strategies across agencies .


f . Agencies share an employer engagement database .


g . Staff has expert knowledge of services provided by partner agencies .


h . Programs share marketing materials .


i . Staff use a collaborative tool for business needs assessment .


j . Programs collaborate in providing staff with training in how to execute sector strategies .


k . Programs collaborate in providing staff with training in the state’s career pathways system .


l . Programs collaborate in providing training to staff on how to conduct employer needs assessment .


71


9 . The system has an employer engagement strategy that incorporates the needs of all programs .


10 . Agencies have a shared vision of success for employer engagement .


11 . Agencies measure the collective impact of a coordinated employer engagement strategy .


TOP THREE AREASThe leadership team should compare your agencies’ answers to the assessment instrument in a team meeting . List the top three areas your team may wish to prioritize in order to move your employer engagement activities from a programmatic to a more coordinated strategic approach .

Need #1 Identified:

Responsible Party:

Strategy:

72


Need #2 Identified:

Responsible Party:

Strategy:

Need #3 Identified:

Responsible Party:

Strategy:

73

ELEMENT TWO2.3: INVENTORY OF PARTNERS’ EMPLOYER ENGAGEMENT

2.3 Inventory of Partners’ Employer Engagement

DEVELOPING A COORDINATED EMPLOYER ENGAGEMENT STRATEGY - INVENTORY OF EXISTING EMPLOYER ENGAGEMENTThe first step in engaging employers in a career pathway system is to identify your industries within a specified labor market area . The state’s Labor Market Information office can assist the career pathways leadership team or the State or Local Workforce Development Board to identify labor market regions and the key industry sectors that contribute to the region’s economy .

Once you identify your industries, you may wish to have a discussion regarding which agency/agencies already have a working relationship with that industry or with specific employers within the industry . It may be helpful for your team to take an inventory of what industries agencies are currently working with in your area and the nature of their engagement . We will group the engagement activities with industry into five levels . Have each agency complete the worksheet for an industry sector to identify the employers they have a relationship with and their corresponding level of engagement.

http://www .jff .org/sites/default/files/publications/materials/A-Resource-Guide-to-Employer-Engagement-011315 .pdf

74


Level 1: New Relationship

Sector:

Agency:

Employer name:

Contact Person:

Key Employer Role: Advising

State of Relationship: Initial contact; new relationship

Engagement Activities: (check all that apply)

Discuss hiring needs

Identify skill and knowledge requirements

Advise on curricula

Contract for training

Participate in job fairs

Advise on special accommodations

Consult on labor market information and validate labor market research

List job vacancies

Hire applicants from job postings

Hire graduates from training programs

Explore export opportunities

Other: ___________________________

Other: ___________________________

Notes:

75


Level 2: Working Relationship

Sector:

Agency:

Employer name:

Contact Person:

Key Employer Role: Capacity-building

State of Relationship: Establishing trust & credibility


Provide job site tours

Provide speakers

Participate in mock interviews

Engage in mentoring

Participate in informational interviews

Provide SMEs for job skills analyses

Engage in mass recruitment strategies

Provide work-based learning opportunities

Participate in employee needs assessment

Provide speakers for career explorations

Loan/donate equipment

Recruit and screen candidates

Hire new workers, or select current employees

Identify career ladders/lattices

Identify pay levels for career ladders/lattices

Identify industry-recognized credentials

Pay progressively higher wages as skills increase

Other: ___________________________

Other: ___________________________

Notes:

76


Level 3: Working Relationship

Sector:

Agency:

Employer name:

Contact Person:

Key Employer Role: Co-designing

State of Relationship: Working relationship


Aid in developing pathways

Co-design curriculum

Provide adjunct faculty

Engage in on-the-job training

Co-teach curriculum

Co-design pre-apprenticeships

Co-design apprenticeships

Provide or donate training equipment

Provide training facilities

Other: ___________________________

Other: ___________________________

Other: ___________________________

Notes:

77


Level 4: Strategic Partnership

Sector:

Agency:

Employer name:

Contact Person:

Key Employer Role: Convening

State of Relationship: Trusted provider & collaborator


Connect peers to pathway system

Provide technical assistance and support to peers

Provide related instruction in-house or in partnership with others

Connect businesses with training providers

Advise peers on funding for pathways

Provide industry trainers

Provide funds to expand pathways capacity

Recruit new employers to join partnership

Assist educators on contextualizing curriculum

Co-develop agenda for sector meetings

Other: ___________________________

Other: ___________________________

Notes:

78


Level 5: Strategic Partnership

Sector:

Agency:

Employer name:

Contact Person:

Key Employer Role: Leading

State of Relationship: Full strategic partner


Spokesperson for the industry sector

Sets agenda for sector meetings .

Leads sector partnership meetings

Develops marketing strategies to expand talent pool

Mentors peers on career pathways system

Participates as an equal partner on career pathways leadership team

Participates as a member of state workforce board

Establishes criteria to measure success of the partnership

Develops career pathway capacity at multiple business sites

Develops career pathway capacity with multiple college partners at strategic locations

Other: ___________________________

Other: ___________________________

Notes:

79

ELEMENT TWO2.4: MATRIX OF EMPLOYER ENGAGEMENT ACTIVITIES

2.4 Matrix of Employer Engagement Activities within a Partnership

DEVELOPING A COORDINATED EMPLOYER ENGAGEMENT STRATEGY - MATRIXAfter you complete the agency/agencies form entitled Inventory of Existing Employer Engagement, you may now transfer your individual worksheets to a matrix depicting a continuum of engagement from advising to leading based on each agencies worksheets . You may find the partnership moves to another level when all agencies participate . Your partnership may wish to assign an industry sector or a specific employer to one staff person who can coordinate the business engagement activities with all the agencies involved . Update the matrix periodically to evaluate the lessons learned from previous engagements and share the matrix with all agencies involved . You may also wish to evaluate the level of engagement that best meets the needs of a specific industry sector and/or employer .

In the tables on the following pages, check the operating level of each employer in your partnership based on the criteria on the key employer role, state of relationship, and information from the form entitled Inventory of Existing Employer Relationship that each agency completed .

80


Sector

EmployerLEVEL 1 Advising

LEVEL 2 Capacity-building

LEVEL 3 Co-designing

LEVEL 4 Convening

LEVEL 5 Leading

81


Sector




LEVEL 4 Convening

LEVEL 5 Leading

82


Sector




LEVEL 4 Convening

LEVEL 5 Leading

83

ELEMENT TWO2.5: EMPLOYEE NEEDS ASSESSMENT

2.5 Employee Needs Assessment

The employee needs assessment instrument may serve as an interview guide for your employer engagement team to gather preliminary information on the workforce needs of an individual employer or an industry sector . You may wish to use this guide during an industry focus group or one on one with an individual employer . This tool has been adapted from the good work of Center for Occupational Research and Development (CORD) .

INDUSTRY NEEDSThis assessment divides workers into three broad levels: entry-level, skilled workers (technical workers) and supervisory . These categories may or may not work for your industry . Feel free to modify the instrument to meet your needs .

Entry-level Positions

1 . Name the top three critical entry-level positions for your industry (critical to your ability to grow and stay competitive), their corresponding skills/competencies and credentials needed:

Position Skills/Competencies Credentials Needed

2 . Why did you identify these positions as your most critical needs in the entry-level arena? Check all boxes that apply, and, where applicable, provide the additional data needed .

Hardest to fill with the right skills/competencies .

What skills/competencies are hardest to find?

Large number of positions needed .

# projected needed by quarter?

Highest turnover rate .

What is the turnover rate?

84


What factors contribute to the turnover?

Working conditions

Shift work

Competitive salary

Training

Adequate supervision

Other:

The entry-level positions require a great deal of company staff time to provide

adequate on-the-job training before the employee is productive .

How many weeks/months?

3 . I anticipate a number of entry-level positions will become vacant due to retirements in the next five years .

yes no somewhat

What percentage of the workforce?

85


Technical-level (skilled) Positions

a . Name the top three critical technical/skilled-level positions for your industry (critical to your ability to grow and stay competitive), their corresponding skills/competencies and credentials needed:

Position Skills/Competencies Credentials Needed

a . Why did you identify these positions as your most critical needs in the technical/skilled-level arena? Check all boxes that apply, and, where applicable, provide the additional data needed .


What skills/competencies are hardest to find?

Large number of positions needed .





Working conditions

Shift work

Competitive salary

Training


Other:

86


The technical-level/skilled positions require a great deal of company staff time to

provide adequate on-the-job training before the employee is productive .


a . I anticipate a number of technical-level/skilled positions will become vacant due to retirements in the next five years .

yes no somewhat


87


Supervisory Positions

1 . Name the top three critical supervisory-level positions for your industry (critical for your ability to grow and stay competitive), their corresponding skills/competencies and the natural progression and credentials needed:

Position Skills/Competencies Career Ladder to obtain this position (natural progression to this position) and credentials needed:

2 . Why did you identify these positions as your most critical needs in the supervisory-level arena? Check all boxes that apply, and, where applicable, provide the additional data needed .


Skills/competencies hardest to find?

Large number of them .





Working conditions

Shift work

Competitive salary

Training


Other:

88


The supervisor-level positions require a great deal of company staff time to provide

adequate on-the-job training before the employee is productive .


a . I anticipate a number of supervisor-level positions will become vacant due to retirements in the next five years .

yes no somewhat


Future Needs

1 . What positions in your industry are disappearing?

2 . What are you doing to retrain these employees?

3 . Are you planning major lay-offs in upcoming quarters?

yes no

If so, what positions?

89


4 . What new positions will you need in your industry in the future?

Future Position Skills/Competencies

a . Have you done a job analysis to determine the essential skills/competencies for the positions?

yes no

b . If you have not done a job analysis for the future positions, would you like assistance in identifying the new skills/competencies required?

yes no

5 . What challenges have you encountered in helping workers keep pace with industry advances?

6 . Is your company willing to allow release time for incumbent workers or new employees to participate in training on the company clock?

yes no

7 . What policies do you have in place to support a diverse workforce?

a . Do you offer telecommuting?

yes no

b . Do you offer training incorporating new technologies in the workplace?

yes no

90


c . Do you have an employee mentorship program?

yes no

d . Do you provide special accommodations to employees with a disability if needed?

yes no

Training/Upward Mobility

1 . What are the potential growth opportunities for employees to advance within your company or industry?

2 . Have you mapped out the natural career advancement avenues for entry-level workers?

yes no

3 . What positions have the greatest opportunity for upward mobility?

4 . What type of in-house company or industry-supported training do you use to train entry-level workers?

5 . What type of in-house company or industry-supported training do you use to train technical/skilled-level workers?

91


6 . Do you have a labor union in which employees participate?

yes no

7 . Does the labor union offer training for your employees?

yes no

8 . List the local training institutions that have provided or are providing training in areas where skill gaps are most plentiful?

Institution Training Provided

9 . Have local training institutions been able to fulfill your needs for qualified workers?

yes no

a . If no, how could they improve?

10 . How do you recruit qualified job applicants?

Electronic job boards

Newspaper ads

American Job Centers

Employee referrals

Word of mouth

Training institutions

Private non-profit organizations

92


Union hiring hall

Other:

Other:

Other:

Other:

Other:

What method is most effective?

ELEMENT THREE DESIGN EDUCATION AND TRAINING PROGRAMS

Career pathways programs provide a clear sequence of education courses and credentials that meet the skill needs of high-demand industries.

_______________________________________________


• Identify and engage education and training partners .

• Identify target populations, entry points, and recruitment strategies .

• Review, develop, or modify competency models with employers and develop and validate career ladders/lattices .

• Develop or modify programs to ensure they meet industry recognized and/or postsecondary credentials .

• Analyze the state’s and region’s education and training resource and response capability .

• Research and promote work-based learning opportunities within business and industry .

• Develop integrated, accelerated, contextualized learning strategies .

• Provide flexible delivery methods .

• Provide career services, case management, and comprehensive supportive services .

• Provide employment assistance and retention services .

94

ELEMENT THREEDESIGN EDUCATION AND TRAINING PROGRAMS

Introduction to Element Three

Regional workforce program planning requires an analysis of the skill needs of employers, the skills of the available labor force, and the education and training programs currently in place . Education and training programs need to adapt to the needs of employers and provide a clear sequence of education courses and credentials that prepare individuals, regardless of their skill levels at the point of entry, for postsecondary education, training and employment . There are a number of resources published pertaining to the design of education and training programs that are helpful for developing curriculum and contextualized learning approaches; integrating adult basic education in occupational training; building bridges for low-skilled adults; and integrating employability skills into program instruction . This section will not duplicate these resources, but rather link you directly to them .

This section also links you directly to available tools from DOL/ETA’s Career One-Stop that provide you with information on how to: build and/or validate a competency model; build career ladders/lattices; and find industry credentials through use of the certification finder . In addition, this section includes a tool to help you identify target populations and walks you through a process to develop your own outreach strategies to reach these populations .

95

ELEMENT THREE3.0: BUILDING A PIPELINE

3.0 Building a Pipeline: Targeted Populations

The leadership team may wish to identify target populations that will greatly benefit from the features of a career pathway program such as bridge programs, multiple entry/exit points and accelerated contextualized learning . The intent of this exercise is to identify the diverse target populations and devise a cross-agency recruitment strategy to reach these populations . The target populations may include but are not limited to the following:

1 . Low literacy skills

2 . English language learners

3 . Low level of educational attainment

4 . Enrolled in community college developmental education courses

5 . Economically disadvantaged

6 . Lack work readiness skills

7 . Lack a work history or exhibit lack of job retention skills

8 . Exhibit multiple barriers to employment including an individual with a disability

9 . Cultural considerations

The first part of this exercise will help your team identify the organizations you may wish to collaborate with as a source of applicants for a target population . Your team may wish to develop joint marketing materials as well as an intake and referral process to assure there is no wrong door for an applicant . The second part of this exercise may help you customize the marketing messages to reach the intended audiences . Your marketing message may differ by target population . Make sure you clearly articulate a benefit statement for each population . You may wish to create a cross-agency team of marketing staff to assist you in this effort .

96


RECRUITMENT SOURCESList all of the target populations you’d like to include in your pipeline . Underneath each one, check the box next to the recruitment sources you will be using .

Target Population:

Recruitment Sources (Check organizations you wish to include in your recruitment strategy):


Community colleges

Adult basic education

Human service agencies

Refugee organizations

Unemployment compensation

Faith-based organizations


Secondary education

Organizations serving individuals with a disability

Secondary education/drop-outs

Veteran organizations

Youth-serving organizations

Other:

Other:

Other:

Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

97


Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

98


Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

99


Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

Target Population:



Community colleges







Secondary education





Other:

Other:

Other:

100


MARKETING: MESSAGE AND TACTICSYour marketing message may differ by target population . Make sure you clearly articulate a benefit statement for each population . You may wish to create a cross-agency team of marketing staff to assist you in this effort .

ExampleTarget Population:

Low-Literacy Skills

Benefit Statement:

• Gain the skills necessary for a good paying job• A support system ready to assist you participate in a program• Flexible schedule to accommodate your family responsibilities• Personalized programs to build on your current skill levels

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs

Local cable channels

Informational sessions

Billboards

Other:

Other:

Other:

Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

101


Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

102


Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

103


Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

104


Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

Target Audience:

Benefit Statement:

Marketing Tactics:

Brochures

Flyers

Video testimonials

YouTube

Facebook

Websites

Twitter

Blogs



Billboards

Other:

Other:

Other:

105

ELEMENT THREE3.1: COMPILATION OF RESOURCES

3.1 Compilation of Resources - Element Three Tools

DOL’s CareerOneStop website (www .careeronestop .org) has many robust, interactive tools that are helpful for designing career pathways programs . Described below are selected resources, but explore Careeronestop .org fully to take advantage of the resources available!

DOL COMPETENCY MODELSCompetency Models are a collection of competencies that together define successful performance in a defined work setting . The model provides a clear description of what a person needs to know and be able to do – the knowledge, skills, and abilities – to perform well in a specific job, occupation, or industry . The Competency Model Clearinghouse provides tools for creating your own competency models as well as examples from a diverse range of career clusters and sectors .

The document on the next two pages is available on Competency Model Clearinghouse for use and/or dissemination . The Competency Model Clearinghouse has multiple other helpful resources, including an FAQ, a Guide for Developing Competency Models, a Technical Assistance Guide, User Guides, and a resource to assist state staff in communicating workforce needs .

Additionally, you can download four critical worksheets in PDF, Word, or Excel: Identifying Credential Competencies Worksheet, Curriculum Analysis Worksheet, Employer Analysis Worksheet, and a Gap Analysis Worksheet . All worksheets are customized specifically to the career area selected . Explore here for an example .

108


DOL CAREERS/LATTICES Within the Competency Model Clearinghouse, there are also robust materials on developing career ladders/lattices, including examples and a tool to build custom ladders/lattices . Career ladders and lattices help people visualize and learn about the job options as they progress through a career .

DOL CERTIFICATION FINDERDOL’s Certification Finder, also available on CareerOneStop .org, allows users to search by certification name, keyword, code, organization, industry, or occupation .

BRIDGE PROGRAMS The use of bridge programs is a powerful strategy to engage populations who may not have the essential foundational skills to be successful in a post-secondary education program . Potential target populations include individuals who applied for post-secondary training programs but did not pass the entrance exam, current students in adult education classes and/or community college developmental education courses, and students engaged in non-credit job-training programs . Bridge programs allow learners to start from their current skill level and create instructional programs to aid in the development of the skills necessary to enter the on ramp to a post-secondary career pathway program . Bridges to Careers for Low Skilled Adults is a step-by-step guide to developing bridge programs . The guide is Copyright ©2005 by Women Employed Institute . The guide provides a number of worksheets and step-by-step instructions on how to complete them . Chapter II of the guide covers the following areas:

1 . Designing the Program

2 . Building a Bridge Partnership

3 . Building and Sustaining Employer Relationships

4 . Developing Program Curriculum

5 . Targeting Student Services

6 . Placing Students in Jobs and College

For more information and to download the worksheets go to: http://womenemployed .org/sites/default/files/resources/BridgeGuideCh2 .BridgeProgramDevelopment .2005 .pdf

The Illinois Bridge Initiative’s Creating a Successful Bridge Program: a “How To” Guide was developed under the Shifting Gears Initiative . The Guide includes many interactive tools and worksheets to support the development of bridge programs .

109


DOL APPRENTICESHIP RESOURCESRegistered Apprenticeship is an employer-driven model that combines on-the-job learning with related classroom instruction that increases an apprentice’s skill level and wages . DOL’s Office of Apprenticeship has developed the Quick-Start Toolkit: Building Registered Apprenticeship Programs to help states support the development of registered apprenticeship programs .

Additionally, DOL has released a Pre-Apprenticeship Guide that offers information and resources to help community-based organizations and other workforce intermediaries build and sustain quality pre-apprenticeship programs . DOL’s Pre-Apprenticeship: Pathways for Women into High-Wage Careers – A Guide for Community Based Organizations and Workforce Providers supports the expansion of apprenticeship and the diversity of apprentices .

CURRICULUM DEVELOPMENT RESOURCESThis is intended to be a resource list of items that may be helpful for teachers, curriculum designers, or program managers in developing accelerated, contextualized learning strategies (Component 3 .7) .

Curriculum Analysis WorksheetCompetency models identify the knowledge, skills, and abilities necessary for success in an occupation or industry . This information can be used to develop and evaluate competency-based curriculum to ensure workers fulfill industry needs and are prepared to face work-related challenges and activities . The Curriculum Analysis Worksheet can be used to conduct a curriculum gap analysis that compares the outcome objectives of curriculum or program of study to the competencies necessary to perform a task effectively, thereby identifying the missing knowledge, skills, or abilities .

http://www .careeronestop .org/CompetencyModel/userguide_curricula .aspx

Funding Source: U .S . Department of Labor, Employment and Training Administration

Aligning Career and Technical Education Programs of Study with Career Pathways Systems The crosswalk highlights the alignment between the definitional frameworks developed for Career Pathways Systems and career and technical education programs of study and provides links to integration strategies— most taken from state efforts around the country— that are proving effective in the design, delivery, and diffusion of a better aligned system engaging both career pathways and career and technical education programs of study .

http://cte .ed .gov/initiatives/career-pathways-systems

110


Employability Skills FrameworkEmployability skills are general skills that are necessary for success in the labor market at all employment levels and in all sectors . These skills, which may be taught through the education and workforce development systems, fall into three broad categories:

• Applied Knowledge—the thoughtful integration of academic knowledge and technical skills, put to practical use in the workplace .

• Effective Relationships—the interpersonal skills and personal qualities that enable individuals to interact effectively with clients, coworkers, and supervisors .

• Workplace Skills—the analytical and organizational skills and understandings that employees need to successfully perform work tasks .

In tandem with academic and technical skills, employability skills are critical to college and career readiness .

http://cte .ed .gov/employabilityskills/

Funding Source: U .S . Department of Education, Office of Career, Technical and Adult Education, Division of Adult and Technical Education

Contextualization Toolkit: A Tool for Helping Low-Skilled Adults Gain Postsecondary Certificates and DegreesThe breaking through practice guide is designed for practitioners who want to connect adults who have limited reading and math skills with postsecondary credentials leading to jobs paying family-supporting wages . It compiles practices developed and implemented by community colleges in the national breaking through initiative .

http://c .ymcdn .com/sites/www .ncwe .org/resource/resmgr/bt_files/bt_contexttoolkit-spr10 .pdf

Funding Source: Breaking Through, Jobs for the Future & the National Council for Workforce Education

ABE Career Connections: A Manual for Integrating Adult Basic Education into Career Pathways This manual provides an overview of career pathways and describes the efforts used by the ABECC sites to create partnerships and connect basic skills training to local career pathways . The manual is divided into the following sections: overview of ABE career pathways, pathways descriptions of pathway components with examples, conclusion, resources and glossary .

http://lincs .ed .gov/publications/pdf/CareerPathwaysToolkit2011 .pdf

Funding Source: U .S . Department of Education, Office of Career and Technical Education, Division of Adult Education and Literacy

111


ACES (Academic, Career & Employability Skills)ACES, a job-embedded transitions initiative, aims to ensure that Adult Basic Education programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels . ACES hosts a resource library which includes a Transitions Integration Framework .

http://atlasabe .org/professional/transitions

Funding Source: ATLAS (ABE Teaching & Learning Advancement System) at Hamline University School of Education, in collaboration with the Minnesota Department of Education

I-BEST Planning ResourcesThe Integrated Basic Education and Skills Training program (I-BEST) hosts several resources to help programs understand key I-BEST principles such as team teaching, collaborative planning, student success, and placement .

http://www .sbctc .ctc .edu/college/_e-ibest-planning-resources .aspx

Funding Source: Washington State Board for Community & Technical Colleges

LINCS ADULT CAREER PATHWAYS ONLINE COURSES

https://lincs .ed .gov/programs/acp/online-courses

Developing Effective Bridge ProgramsThis course will take approximately 2 hours and 30 minutes to complete .

Are you a teacher beginning to develop a bridge program for your adult education learners? Developing Effective Bridge Programs can help you develop and implement effective Adult Career Pathways bridge programs designed to help your adult learners master the basic skills they need to advance to the next level of education, training, or entry-level employment in career fields that are in local or regional demand . The course is self-paced and features three modules: (1) Understanding Bridge Programs; (2) Laying the Foundation; and (3) Developing the Curriculum .

Designing Contextualized InstructionThis course will take approximately 2 hours and 30 minutes to complete .

Designing Contextualized Instruction helps teachers understand contextualized instruction and its supporting research base and discover how to use the contextual model of instruction to develop Adult Career Pathways (ACP) courses, and how to identify and overcome common challenges in developing contextualized instruction . The course is self-paced and features three modules: (1) Understanding Contextualized Instruction; (2) Building Contextualized Lessons; and (3) Overcoming Development Challenges .

112


Integrating Career Counseling and PlanningThis course will take approximately 3 hours to complete .

Integrating Career Counseling and Planning into Adult Education is intended for adult educators, administrators, coaches, case managers, transition specialists, career counselors and others working with adult learners seeking to transition to the next step along a career pathway . The course is self-paced and features three modules: (1) Career Counseling and Planning Programs; (2) Individual Career Development Plan Process; and (3) Transition to Employment and Postsecondary Education .

ELEMENT FOUR IDENTIFY FUNDING NEEDS AND SOURCES

Necessary resources are raised and/or leveraged to develop, operate, and sustain the career pathways system and programs.

_______________________________________________


• Identify the costs associated with system and program development and operations .

• Identify sources of funding available from partner agencies and related public and private resources and secure funding .

• Develop long-term sustainability plan with state or local partners .

114

ELEMENT FOURIDENTIFY FUNDING NEEDS AND SOURCES

Introduction to Element Four

One of the primary functions of the career pathways leadership team is to identify the potential funding sources to build and sustain a career pathways system . The first step in identifying funding sources is to tap into the existing categorical funding streams in your partnership to the extent possible, while continuously researching other allowable resources . CLASP, the Center for Law and Social Policy, published a Toolkit that provides a list of Federal resources you may wish to explore in funding your collaborative . To access the entire CLASP Funding Career Pathways and Career Pathways Bridges: A Federal Funding Toolkit for States, go to: http://www .clasp .org/issues/postsecondary/pages/funding-career-pathways-and-career-pathway-bridges-a-federal-funding-toolkit-for-states

The CLASP toolkit is designed to help interagency state or local teams such as workforce development, adult education, postsecondary education, and human service programs identify and use federal resources to support career pathways and career pathway bridges for adults and out-of-school youth . The Toolkit includes 10 Federal program summaries that will help your team understand what Federal resources can support which activities within your career pathways system . In the appendix, the Toolkit list Federal funding sources that may contribute to support services . You may wish to add any state, local, philanthropic, and/or employer contributions to the list of Federal resources .

The CLASP worksheets have been downloaded in this publication in word documents for your convenience . You may feel free to customize the key tasks and add any additional resources available in your state or locality in the Other Programs column . These worksheets will be helpful for your state or local leadership team as you compile resources to include in the Memo of Understanding (MOU) under Element One: Build Cross-Agency Partnerships and Clarify Roles .

115

ELEMENT FOUR4.0: CLASP TOOLS

4.0 CLASP Toolkit

The Center for Law and Social Policy (CLASP) published the Funding Career Pathways Toolkit to help interagency state and local teams identify and use federal resources to support these models . The toolkit, revised in 2016 to reflect WIOA’s impact on Federal programs, is available in its entirety online .

The Funding Career Pathways Toolkit includes Funding Options Worksheets, which provides sample key tasks for designing, implementing, and sustaining career pathways programs . A downloadable Word version of this tool is also available here .

116

FUNDING OPTIONS WORKSHEET In the first column below is a list of sample key tasks in designing,

implementing, and sustaining career pathway programs. Work with partners to identify potential funding sources for these tasks from core Workforce Innovation and Opportunity Act (WIOA) partners, one-‐stop partners, and other federal programs with a career pathway focus.

Major Federal Funding Streams That Support Key Tasks in Building Career Pathway Programs

TARGET POPULATION: (e.g., TANF recipients or out-‐of-‐school youth)

Key Tasks CORE WIOA Programs

Required One-‐Stop Partner Programs

Other Programs with Career Pathway Focus

• WIOA I: Adult WIOA I: Youth WIOA I: Dislocated Worker

• WIOA II: Adult Education • WIOA III: Wagner-‐Peyser • WIOA IV: Rehabilitation

Services

• Carl D. Perkins Career and Technical Education Act

• Temporary Assistance to Needy Families (TANF)

• Trade Adjustment Assistance

• Pell Grants • Pre-‐Apprenticeship and

Registered Apprenticeship • Supplemental Nutrition

Assistance Program Employment and Training (SNAP E&T)

BUSINESS AND INDUSTRY ENGAGEMENT Identify sectors and employers within sectors that need skilled workers and offer employment opportunities at different levels

(Insert your own text here) (Insert your own text here) (Insert your own text here)

Identify the skill needs and employment opportunities at different levels to inform development of related educational opportunities


Create hands-‐on learning opportunities hosted or sponsored by employers, such as job shadowing, internships, and work experience


117

PROGRAM INNOVATION

Define, with employer input, the steps leading to certificates, licenses or degrees, and relevant employment opportunities at each level


Maximize the ability to build toward credentials over time through articulation and transfer (dual enrollment), especially between credit and non-‐credit offerings


Create “Road Maps”—visual representations of educational and employment pathways


Create or re-‐write curricula for short-‐term credentials linked to jobs and imbedded in educational pathways


Develop instructional formats that accelerate and compress content


Make programs accessible to non-‐traditional students through flexible scheduling and alternative locations, as well as innovative use of technology


Enroll cohorts groups through learning communities, etc.


Combine basic skills with occupational training (in both developmental education and


118

ABE/ESL) to enable low-‐skilled adults to enter and complete programs leading to credentials Build essential skills needed for career and postsecondary success


Increase credit awards through wider use of prior learning credit


Pay for unreimbursed program costs (e.g., equipment and faculty time for team teaching) not fully covered by tuition and institutional support


SUPPORT SERVICES AND SUCCESS SERVICES

Provide career planning and assessment services


Provide academic support and tutoring


Provide career counseling and coaching, including navigation of financial aid options and educational programs


Provide support services, such as child care and transportation


Provide mentoring for youth (Insert your own text here) (Insert your own text here) (Insert your own text here)

Enable participation in work experience, internships


Provide job search assistance and placement assistance


119

FINANCIAL AID Provide direct assistance (e.g., tuition, fees, books, and supplies) or pay for the costs of participation in education and training programs


Cover indirect costs of attendance (e.g., living expenses)


SYSTEMS AND PARTNERSHIPS

Identify/employ dedicated staff to maintain business/education and other pathway partnerships with community organizations, such as labor or community-‐based organizations


Use data to identify sectors and related educational and employment pathways


Use data to measure participant progress and transitions to career and postsecondary success and evaluate program performance


ELEMENT FIVE ALIGN POLICIES AND PROGRAMS

State and local policies and administrative reforms have been revised to align with implementation of a career pathways system.

_______________________________________________


• Identify state and local policies necessary to implement career pathways systems .

• Identify and pursue needed reforms in state and local policy .

• Implement statutory and administrative procedures to facilitate cross-agency collaboration .

121

ELEMENT FIVEALIGN POLICIES AND PROGRAMS

Introduction to Element Five

Under the Workforce Innovation and Opportunity Act of 2014, aligning workforce development programs is a function of the State Workforce Development Board . The State Board is responsible for aligning systems and programs to assure the administrative structure (laws, regulations, policies and procedures associated with workforce development, education and training, social services, and economic development) supports the use of career pathways . Local Workforce Development Boards are also responsible to align their systems and programs in their local area . Further alignment with industry sectors is critical to assure that career pathways programs developed meet the workforce needs of business . The worksheets provided in this section will help you review your policies and procedures associated with sector strategies, workforce development, education and training, and social service programs to identify areas that may require change in structure, strategies, or additional investments to promote the implementation and sustainability of a statewide career pathways system .

122

ELEMENT FIVE5.0: SELF-ASSESSMENT ALIGNMENT ON 10 FACTORS

5.0 Self-Assessment Alignment on 10 Factors

The State Workforce Development Board is ultimately responsible for aligning policies and programs for the state’s career pathways system . The state board may choose to appoint a leadership team for the career pathways system . If you used the tools in Element One, you can refer to the state leadership team members you previously identified representing a cross-agency partnership . If you are a Local Workforce Development Board, you may wish to complete this assessment with your local partners . Complete the worksheets in this section in consultation with the leadership team members .

Please rate the strength of your team’s progress in aligning the relevant policies and programs to establish a state or local career pathways system . The worksheets cover essential factors that when aligned contribute to a coordinated career pathways system . The factors include:

1 . Leadership

2 . Co-enrollment

3 . Data Management

4 . Education Credit Attainment

5 . Client Services

6 . Eligible Training Providers

7 . Resource Allocation

8 . Skill Attainment

9 . Professional Development

10 . Sector Strategies

Each worksheet is set up on a rating scale to assess your team’s progress along a continuum from not considering a factor to totally implementing the factor .

• None – The leadership team has not considered this factor .

• In Planning – The leadership team has identified this factor as important and are planning to incorporate it in our work .

• In Progress – The leadership team has included this factor in our plans and working on implementation strategies .

• Operational – The leadership team has operationalized this factor and it is a regular part of our system .

• Optimal – The leadership team is aligned and state or local policies support long-term sustainability .

The state or local leadership team may complete this questionnaire collaboratively . If it is not possible to convene the team initially for these assessments, you may wish to have program partners complete the assessments separately and convene a meeting where they can share their results . The team should come to consensus on the overall rating for each factor . After assessing each factor, you may wish to establish priorities for developing strategies to operationalize factors that will improve upon your coordination and alignment of policies and programs .

123


5.0-a LEADERSHIPRate the following statements regarding the content of your partnership agreements to determine the extent to which you have considered policies and practices that may align your state/local career pathways system . After completing the worksheet, discuss the level of decision-making authority your team has adopted based on the continuum decision-making model on page 126 . You may wish to adopt another decision-making model but make sure it is documented and understood by all partners . There is no right or wrong answer to the model your partnership chooses but it is important that your reach consensus .

1 . There is a career pathways leadership team in place at the state or local level to set policies for the career pathways system .

Note: If so, you may wish to consult with your leadership team members identified in Element One to complete all of the worksheets in Element Five.

none planning stage in progress operational optimal

2 . The career pathways state or local level leadership team has defined a vision, mission, and shared goals for the partnership .


3 . The career pathways state-level leadership team has identified the geographic area (state or region) .


4 . The career pathways state or local level leadership team has identified all agencies and/or organizations involved in the partnership .


5 . The career pathways leadership team aligns its employer engagement strategies with industry sector strategies .


6 . The governance structure has been developed and agreed upon .


7 . The decision-making model (cooperative, collaborative, integrated or other - see models on page 126) has been decided .


8 . The meeting format has been defined (frequency, duration, attendance, quorum, special meetings, etc .) .


124


9 . Partners’ roles and responsibilities have been developed .


10 . Financial contributions of each partner (cash and in-kind) have been identified .


11 . Data sharing agreements and metrics for collective impact have been developed .


12 . Financial policies and procedures have been developed .


13 . Fundraising policies and procedures have been developed .


14 . Guidelines have been developed for conflict resolution .


15 . A policy regarding confidentiality among partners has been developed .


16 . An intellectual property rights policy has been developed if needed .


17 . A conflict of interest policy has been developed .


18 . Policies have been developed regarding diversity/inclusivity and accessibility .


19 . A policy regarding document retention and destruction has been defined .


20 . An indemnification clause has been developed and agreed upon .


21 . Risk, security and insurance policies have been identified and obtained .


125


22 . Compliance with state, federal and local regulations have been defined .


23 . The team has developed a memorandum of understanding that elaborates on the roles and responsibilities of each team member . (See MOU template in Element One) .


126


Decision-Making ModelUse the definitions in the following chart to identify your decision-making model . You may wish to adopt your own decision-making model . A key characteristic that differs as you move along this continuum is the degree of decision-making authority each partner retains or is willing to give up . Whatever model you adopt, make sure all partners agree .

Discuss each model and come to consensus on which model best describes your partnership . Periodically, you may wish to review your model to determine if there is any need for a change . You may wish to imbed your decision-making model in your MOU .

127


5.0-b CO-ENROLLMENT POLICYRate the following statements as you convene stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

1 . Your state or local career pathways partnership has a written policy in place to co-enroll applicants in multiple programs .


2 . What programs are included in your policy? List below:

3 . Do you plan to expand your policy to other programs?

yes no

If so, list the programs and anticipated timeline:

Program List

Program Name Anticipated Timeline

Program 1

Program 2

Program 3

Program 4

Program 5

Program 6

Program 7

Program 8

128


4 . All program providers are aware of the policy . This should include front-line staff enrolling applicants into programs .


5 . There is a process for tracking co-enrolled participants .


6 . How is the process for tracking co-enrolled participants encouraged or promoted?

7 . What type of identifying number is used?

8 . There are measurements in place to measure the impact of the co-enrollment .


129


5.0-c DATA MANAGEMENTRate the following statements as you convene stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

1 . State agencies have data sharing policy agreements in place .


2 . What state agencies are included in the data-sharing policy agreement? (List below and designate who is responsible for data storage, and tracking and reporting)

Agency List

State AgencyData Storage & Tracking?

Data Reporting?

Agency 1

Agency 2

Agency 3

Agency 4

Agency 5

Agency 6

Agency 7

Agency 8

3 . State level policy exists to identify participants in a career pathway program with some type of data flag across partner systems .


4 . Does your state have a state longitudinal database in place?


What programs are included? List below:

130


5 . The state has a policy for administrative record matching between education and employment data (unemployment insurance wage record data) .


6 . The State has a longitudinal data tracking system (SLDS) .


7 . What is the process for requesting data from the Workforce Data Quality Initiative (WDQI) or SLDS initiative?

8 . The State has developed a policy on measuring system impact .


If not, what is your plan for developing system impact?

9 . The State has a plan to use the data for continuous improvement .


10 . How do you plan to use the data for continuous improvement?

131


5.0-d EDUCATION CREDIT ATTAINMENTRate the following statements as you convene stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

Dual Credit

1 . The State has a policy on granting credit for dual enrollment in secondary and post-secondary courses .


2 . What courses are included in your dual credit policy? List below:

3 . What institutions grant dual credit options?

4 . Do you have a plan to incorporate additional coursework in your dual credit policy?

yes no

If so, list courses and timeline:

Course List

Course Name Timeframe

Course 1

Course 2

Course 3

Course 4

Course 5

Course 6

Course 7

Course 8

132


5 . Students are made aware of the dual credit opportunity .


6 . Dual credit options lead to an industry-recognized, post-secondary credential by incorporating industry technical standards into curricula .


7 . List the dual credit options that lead to an industry-recognized post-secondary credential by incorporating industry technical standards into curricula:

Credit for Prior Learning

8 . There is a policy on credit for prior learning .


9 . What factors are considered in granting credit for prior learning?

10 . What is the process to award credit for prior learning?

133


11 . List the agencies/organizations have the authority to grant credit for prior learning:

12 . The process or opportunity for credit for prior learning is communicated effectively


13 . How is the process or opportunity communicated?

Articulation Credit Agreements

14 . The state has articulation agreements between secondary and postsecondary education that provide natural progression .


15 . What factors are considered in granting articulation credit?

16 . What is the process to award articulation credit?

134


17 . What programs are included in the articulation agreements?

18 . Do you have plans to expand these agreements?

yes no

If so, what programs, and on what timeframe?

Program List

Program Name Timeframe

Program 1

Program 2

Program 3

Program 4

Program 5

Program 6

Program 7

Program 8

19 . The process or opportunity for articulated credit is communicated effectively



135


Work-based Learning Credit

21 . Employer participation is included in the process to award credit for work-based learning .


22 . A policy exists to design a training plan that connects classroom learning to work-based learning .


23 . What factors need to exist to grant credit for work-based learning

24 . What is the process to award credit for work-based learning?

25 . What regulatory or accrediting approval do you need to offer credit for work-based learning?

26 . What programs are included in the articulation agreements?

136


27 . What regulatory or accrediting approval do you need to offer credit for work-based learning?

28 . The process or opportunity for work-based learning credit is communicated effectively



Postsecondary Credit Attainment

30 . There is a process for granting postsecondary education credit that leads to a stackable credential


31 . Students are made aware of the career ladder/lattice the credential applies to .


32 . Students are made aware of what postsecondary credentials lead to an industry-recognized credential .


33 . What career pathway programs exist that offer stackable credentials leading to an industry-recognized credential?

137


5.0-e CLIENT SERVICESRate the following statements as you convene stakeholders to determine if your policies and practices regarding client services align to strengthen the state/local career pathways system .

Assessment

1 . There is a state policy on sharing assessments across-agencies .


2 . Federal and/or state data practices regulations guides the sharing of assessments .


3 . The state agencies agree on a standardized set of tools for assessment .


4 . What are the agreed-upon assessment tools and corresponding purpose?

5 . Under what circumstances do partners engage in re-assessments?

Individual Career Plans

6 . There is a standardized individual career plan across programs/agencies .


7 . There is a policy and process to update the individual career plan on a regular basis .


138


8 . There is a policy and process to share individual career plans across programs/agencies .


9 . The policy is guided by Federal and/or state data practices regulations .


Support Services

10 . There is a policy and process to align the provision of supportive services for dual enrolled customers .


139


5.0-f ELIGIBLE TRAINING PROVIDERSRate the following statements as you convene stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

1 . There is a state policy/practice regarding including programs on the state’s eligible training provider list including apprenticeship programs .


2 . Define your process for including programs on your eligible training provider list .

3 . List or link to your eligible training providers .

4 . There is a communication plan and outreach to notify training programs of the criteria for inclusion on the state’s eligible training provider list .


140


5.0-g RESOURCE ALLOCATIONRate the following statements as you convene stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

1 . T here is a state policy on braiding funds to cover system, program and participant cost (funds can come from multiple sources to include state, federal, philanthropic, and business contributions) .


2 . What is your policy on braiding funds?

3 . There is a process to track braided funds separately .


4 . How do you determine who pays for what?

5 . What resources do you use to pay for system cost?

6 . What resources do you use to pay for dedicated staff for the system cost?

141


5.0-h SKILL ATTAINMENTRate the following statements as you convene stakeholders to determine if your policies and practices align to measuring skills attainment .

1 . There is a state policy or practice on assessing current level of skills .


2 . What is your policy or practice on assessing current level of skills?

3 . There is a state policy or practice on assessing NEW level of skills .


4 . What is your policy or practice on assessing NEW level of skills?

5 . The policy or practice includes demonstrated application of knowledge or skill (not just pencil and paper assessment) .


6 . The skill measurement gain leads to an assessment of technical skills that can lead to an industry-recognized credential .


142


5.0-i PROFESSIONAL DEVELOPMENTRate the following statements to determine if your policies and practices have incorporated preparing your front-line staff across agencies to implement an integrated career pathway system in your state or locality . Based on the collective ratings of your partners, come to consensus on the top two to three areas you wish to target for professional development .

1 . The design and implementation of professional development in career pathways is inclusive of the cross-agency partnership to create expert knowledge of the career pathways system in every agency .


2 . The professional development strategies include the dissemination of policies across education and workforce providers to create better alignment .


Demand-Driven Cross-Agency Training for Front-line Staff

3 . Information on the current labor market in their locality and the industry sectors that drive their local economy .


4 . Targeted occupations within an industry sector that are in greatest demand and pay a family sustaining wage .


5 . Employer outreach strategies to improve upon their coordination of employer contacts and best practices in employer engagement strategies .


6 . Local industry requirements and their corresponding industry recognized credentials, if applicable .


7 . Workplace skill requirements (employability skills) of targeted industries .


8 . Procedures for assessing employer workforce needs .


143


Educational Partners Training at All Levels

9 . Strategies for incorporating competency models to identify and/or verify skill competencies and to review and revise curriculum accordingly for in-demand occupations .


10 . Converting Industry career ladders into corresponding academic/training ladder .


11 . Building bridge programs to create multiple entry/exit points for students .


12 . Innovative teaching and learning strategies to include chunking curriculum and contextualized learning .


13 . Strategies for flexible delivery methods and accelerated learning .


14 . Aligning curriculum from 9th to 12th grade and from secondary to postsecondary education .


15 . Aligning academic curriculum with career technical education CTE .


16 . Strategies for integrating adult education and literacy curriculum with workforce preparation activities and workforce training for a specific occupation or occupational cluster .


17 . Strategies for incorporating work-based learning opportunities into program design including apprenticeship .


144


Assessment and Career Planning Training for Front-line Staff

1 . Process and criteria for the selection of assessment instruments is known and consistent with policies and practices for specific targeted groups .


2 . Criteria and process for joint assessment of co-enrolled participants is well known .


3 . Elements of a career plan are communicated and consistent with policies and practices across agencies .


4 . Process and criteria for re-assessment is well known .


Career Services Training for Front-Line Staff

5 . Identify WIOA Career Service categories for each program across agencies .


6 . Identify which agency provides what career service in their local labor market area .


Employment Assistance and Retention Services Training for Front-line Staff

7 . Workforce readiness preparation; e .g . resume writing, cover letters, job interviewing skills, and soft skill training .


8 . Job Search assistance; e .g ., navigating job banks .


9 . Job retention skills techniques .


145


10 . Special accommodations, e .g ., on-the-job coaching techniques and workplace modification procedures .


Resource allocation: Braided Funding Training for Administrative Staff

11 . Techniques on how to braid multiple program resources and track resources for program accountability and reporting .


Performance Data: Continuous Improvement for Administrative Staff

12 . Cross-Agency staff know what data to look at to continue to refine the systems’ outcomes .


146


5.0-j SECTOR STRATEGIESRate the following statements as you convene Sector Strategy stakeholders to determine if your policies and practices align to strengthen the state/local career pathways system .

For more information on the how to establish sector partnerships, see the Source document: Sector Partnership Policy Toolkit published by the National Skills Coalition . (http://www .nationalskillscoalition .org/resources/publications/file/Final-Sector-Partnership-Policy-Toolkit-1 .pdf)

1 . The state has a policy in place to promote sector strategies .


2 . The state policy provides monetary incentives for regions that form sector partnerships .


3 . The incentives may be used for convening, planning, and sustaining sector partnership .


4 . Select the source of monetary incentives for sector partnerships:

State funds

Identify source (general fund, unemployment insurance offset, trust fund established for workforce development):

Federal funds

Identify source (WIOA set-aside, Incentive grants):

5 . If the state requires local areas to match funds, indicate the source of the contribution – in-kind, business contributions or cash?

in-kind business contribution cash

6 . The state policies include providing technical assistance to state and local partnerships such as professional development, capacity building, economic and market analysis, and data on industry needs and trends .


147


7 . The state has a policy regarding the provisions of providing technical assistance to regions/localities to implement and sustain sector strategies .


8 . List the type of technical assistance included in your state policy:

9 . The state has instituted program initiatives that promote sector partnerships . Program initiatives may include funding framework, executive orders, workforce board resolutions, and competitive grants to promote implementation of sector strategies .


10 . List the program initiatives:

11 . The state has designated their sector partnerships as a part of their overall workforce strategies that are delineated in the State’s Unified/Combined Plan .


12 . The state has a policy on the minimum required member representation on a sector strategy partnership .


148


13 . List the makeup of your sector partnerships (i .e ., business, community college, union, workforce agencies, workforce development boards, etc .) .

14 . The state has designated a lead agency to oversee the administration of sector partnership policies .


List the agency:

15 . The state has identified metrics to measure the quality of the sector partnership .


List the metrics identified:

149

ELEMENT FIVE5.1: COMMUNICATIONS CHART

5.1 Communications Chart: Continuous Communication

The following exercise is to evaluate the extent to which your organizations’ vision and mission align and how your organizations use various media to communicate the purpose of your programs . How aligned is your message to the public?

In Table 1 below, enter the vision and mission of each program represented by your agencies’ leadership team . Then, use Table 2 to organize how that mission and vision are communicated to the public using various media . Have you developed any cross-program and/or agency branding for career pathways? The discussion around this exercise may help the leadership team gain appreciation for complementary efforts of each agency and/or program and the common motivation that drives them .

Key to Program AcronymsWIOA Title I Adult & Dislocated Workers

WIOA Title I Youth Programs

WIOA Title II Adult Education & Literacy

WIOA Title III Amendments to Wagner-Peyser

WIOA Title IV Amendments to Rehabilitation Act

Older Americans Act


Veterans Employment & Training Services


TANF – Temporary Assistance for Needy Families

SNAP – Supplemental Nutrition Assistance Program

Carl Perkins Vocational & Technical Education Act – Postsecondary

Carl Perkins Vocational & Technical Education Act – Secondary

Second Chance Act of 2007 – Corrections

Community Services Block Grant (CSBG) Employment & Training

Housing & Urban Development (HUD) Employment & Training

150


TABLE 1. PROGRAM VISION AND MISSION

Agency Vision Mission

WIOA Title 1 Adult & DW

WIOA Title 1 Youth

WIOA Title II Adult Basic Education

WIOA Title III Job Service

WIOA Title IV Rehabilitation Services

Older Americans Act


Veterans Employment & Training


151


Agency Vision Mission

TANF/SNAP

Carl Perkins Post-Secondary

Carl Perkins Secondary

Second Chance Act

CSBG Employment & Training

HUD Employment & Training

152


TABLE 2. COMMUNICATION VEHICHLES

a. Workforce Programs

Agency Websites Social Media NewslettersOther: Other: Other:

WIOA Title 1 Adult & DW

WIOA Title 1 Youth


WIOA Title III Job Service

WIOA Title IV Rehabilitation Services

Older Americans Act


Veterans Employment & Training

153


Agency Websites Social Media NewslettersOther: Other: Other:


TANF/SNAP

Carl Perkins Post-Secondary

Carl Perkins Secondary

Second Chance Act

CSBG Employment & Training

HUD Employment & Training


ELEMENT SIX MEASURE SYSTEM CHANGE AND PERFORMANCE

Appropriate measures and evaluation methods are in place to support continuous improvement of the career pathways system.

_______________________________________________


• Define desired system, program, and particpant outcomes .

• Identify the data needed to measure system, program, and participant outcomes .

• Implement a process to collect, store, track, share, and analyze data .

• Design and implement a plan for reporting system and program outcomes .

155

ELEMENT SIXMEASURE SYSTEM CHANGE AND PERFORMANCE

Introduction to Element Six

A well-designed measurement system is critical for evaluating the effectiveness of your strategies, as well as holding you accountable to stakeholder funding . Quantitative data is critical to capture the results of your program activities and evaluate their effect on your program outcomes . In the process of evaluation, careful consideration of multiple variables that effect outputs is required to determine which activities actually produce better system outcomes .

Many of the required program measures may not be system impact measures, but rather outcome measures that are a result of your program activities . Program outcome measures make up your performance measures and are extremely important to your funders . Therefore, all of these measures must be included in your data collection and reporting systems . Under WIOA, the same program performance measures are required across programs . This should be helpful in collecting data under a common framework and reporting in a similar format . Since eligibility requirements differ by program and the characteristics of participants may differ, it is not the intent of program performance measures to evaluate the effectiveness of one program over another . Rather, program performance measures intent is to evaluate the contribution of various activities under specific circumstances, which may serve to improve performance outcomes over time . Pay careful attention to the effect of altering program activities and their corresponding impact on program outcomes to determine whether the alteration results in a positive or negative effect .

Eventually, you may wish to evaluate your collective program impact on your career pathways system and programs . The worksheets in this section will concentrate on assessing multiple variables and allow you to evaluate the effect of either program or system outcome measures . The Collective Impact model will look at a process that aids in understanding how complex systems can work together to solve complex social issues, like those associated with workforce development . The Logic Model will provide a high-level snap shot of various activities and their effect on outcomes . By altering these activities, you may be able to achieve a positive effect on program or system outcomes . By paying attention to long-term outcomes, a systems approach may eventually be able to measure its collective impact on the workforce . Although this would require a longitudinal data systems and an evaluation system that is more sophisticated, it can be a systems goal that could lead to long-term sustainability .

156

ELEMENT SIX6.0: COLLECTIVE IMPACT

6.0 Collective Impact

The Collective Impact model contains five necessary conditions that when reviewed, aid in the evaluation of how your partnership is working together and may provide insight on how to improve your system . The five conditions are as follows:

Common Agenda: all participants have a shared vision for change, including a common understanding of the problem and approach . The common mission and vision tool is in Element One: Build Cross-Agency Partnership and Clarify Roles as well as Element Five: Align Policies and Programs .

Shared Measurement Systems: Collecting data and measuring results consistently across all partners ensures efforts will remain aligned, and allows partners to hold each other accountable for the outcomes . The shared measurement system tool is covered in this section’s Performance Measures Chart .

Mutually Reinforcing Activities: A diverse group of stakeholders working together by encouraging each participant to undertake the specific set of activities at which it excels . Each stakeholder’s efforts must fit into an overarching plan if their combined efforts are to succeed . The mutually reinforcing activities are covered in Element One: Build Cross-Agency Partnerships and Clarify Roles .

Continuous Communication: Participants need several years of regular meetings to build up enough experience with each other to recognize and appreciate the common motivation behind their different efforts . Even the process of creating a common vocabulary takes time, and it is an essential prerequisite to developing shared measurement systems . The Continuous Communication tool is covered in Element Five: Align Policies and Programs .

Backbone Support Organizations: A separate organization and staff with a very specific set of skills may serve as the backbone for the entire initiative . The expectation that collaboration can occur without a supporting infrastructure is one of the most frequent reasons why it fails . The Backbone Support Organizations is covered in the Element One Governance Structure Chart, as well as the tools that list the agencies in the partnership, which will make up your MOU . The leadership team may wish to select one organization to lead this initiative .

Reviewing the tools in the five areas may provide new insights and opportunities for further discussion as we look toward better alignment of state level activities through direction setting by leadership and needed policy changes .

Source document: Stanford Social Innovation Review, John Kania & Mark Kramer, Winter 2011.

157

ELEMENT SIX6.1: CAREER PATHWAYS METRICS

6.1 Career Pathways Metrics

The Center for Law and Social Policy (CLASP) has adopted metrics for career pathways . These metrics differ from existing measures in that they: a) focus specifically on the performance of career pathways; b) measure participant outcomes in the context of career pathway progression as opposed to the source of the funds; and c) include “milestone” metrics to measure the progress of and provide credit for serving underprepared participants .

CLASP has classified the outcomes into three groups:

GROUP A: INTERIM OUTCOMES• Educational level gains

• High school diploma or equivalency

• Developmental/remedial education completion

• College-level pathway course completion

• College-level math or English course completion

• Retention in pathway coursework in subsequent term

• Pathway credit accumulation 1 (12 semester or 15 quarter college credits)

• Pathway credit accumulation 2 (24 semester or 30 quarter college credtis)

• Earnings progression

GROUP B: EDUCATION AND TRAINING OUTCOMES (ALONG THE PATHWAY)• Pathway license, industry certification, or apprenticeship certificate attainment

• Pathway certificate and diploma attainment

• Pathway Associate degree attainment

• Pathway Associate degree attainment or transfer to 2- or 4-year institution

GROUP C: LABOR MARKET OUTCOMES• Initial employment

• Employment in target industry sector

• Subsequent employment retention

• Initial earnings

• Earnings change

• Subsequent earnings

158

ELEMENT SIX6.1: CAREER PATHWAYS METRICS

Alliance Career Pathways Categories

WIOA Performance MetricsA . Interim Outcomes

B . Education & Training Outcomes

C . Labor Market Outcomes

1 . Measurable skill gain X X

2 . Credential attainment X X

3 . Employment second quarter after exit

X

4 . Employment fourth quarter after exit

X

5 . Median earnings second quarter after exit

X

6 . Effectiveness in serving employers

159

ELEMENT SIX6.2: INCORPORATING A LOGIC MODEL FOR EVALUATION

6.2 Incorporating a Logic Model for Evaluation

The second method to evaluate the success of your career pathways system is to design a Logic Model . This section will provide you with a systematic process to develop a logic model as well as sample templates . You may wish to begin this process by designing a list of questions pertaining to what you are trying to accomplish . Example questions could be:

• What are you trying to accomplish?

• Do you measure transition points towards your goals?

• What data do you need to evaluate system change?

• How do you access the information you need for evaluation?

Use the answers to your questions as a framework for program evaluation . Having a framework increases your evaluation’s effectiveness by focusing on questions that have real value to your stakeholders . The logic model aids in the development of evaluation questions from a variety of program vantage points: context, implementation, and results (outputs, outcomes, and impact) .

This section provides your team with a number of templates, which may be helpful in looking at a broad spectrum of activities that may influence program outcomes . The tools provided are adapted from the Kellogg Foundation’s Logic Model . A logic model illustrates the assumptions about the types of inputs that are need to result in outputs to outcomes . The logic model aids in the development of evaluation questions from a variety of program vantage points: context, implementation, and results (outputs, outcomes, and impact) . It depicts a set of rules or relationships that govern how you reach a specific destination, and can help your leadership team specify what causes what, and in what sequence . It can help your team define the problem or opportunity and show how intervention services/activities will contribute to short and long-term outcomes . The services/activities may be different for specific target populations . It can also help your team determine what data you need to collect to measure your outcomes . The intent of the templates is to spur your thoughts and provoke questions, which may lead to the development of a framework for your team’s evaluation process .

160


ATTACHMENT 1: LOGIC MODEL COMPONENTSAttachment 1 is an example of a high-level logic model for Career Pathways . Use the blank template provided to complete your own logic model .

Step 1–Funding Resources and Partners: List the funding resources/partners and/or barriers, which potentially enable or limit program effectiveness . For example, WIOA may be an enabling piece of legislation that moves career pathways forward . You may wish to list the collaborating partners that will make up your career pathways leadership team as your resources in addition to the funding sources . Do not forget employers . Resources may also include facilities, equipment, etc .

Step 2 – Activities: The processes, services, and actions to direct the course of change . These are the processes and services that are believed to bring about the desired results .

Step 3 – Outputs: Defined as the direct results of program activities, such as the amount of the activity that was undertaken . This describes a measure that an activity occurred . Describe the outcomes as quantitative results of program activities .

Step 4 – Outcomes: Specific changes in level of knowledge or level of functioning resulting from activities . Outcomes should be expressed in the short-term e .g . (one to three) and long-term e .g . (four to six years) . List outcomes at the individual program or participant level .

Step 5 – Impacts: System level, organizational level, or community level change expected to result from program activities e .g . (seven to ten years)

Outcomes and Impacts should be SMART goals:

• Specific

• Measurable

• Action Oriented

• Realistic

• Timed

161


Attachment 1: Logic Model Components

Funding Resources/Partners

Activities OutputsShort- and Long- Term Outcomes

Impact

• WIOA Title 1 Adults

• Adult Basic Education

• Rehabilitation Services

• TANF

• SNAP E & T

• Carl Perkins Secondary & Postsecondary

• Determine eligibility and enroll applicants

• Develop Bridge Programs

• Enroll participant in some type of post-secondary education

• # of participants enrolled in a program

• # of bridge programs

• # of bridge program enrollees

• # of bridge program completers going on to postsecondary education

• # of participant completers

• # of participants receiving dual credit

• # of participants receiving credit for prior learning

• # of participants receiving supportive services

• # High school completers going on to post-secondary education

• # of program completers

• # of bridge program completers

• # completing high school equivalency

• #of participants who receive some type of post-secondary or industry recognized credential

• # of participants entering employment

• Employment retention rate

• Median earnings of participants

• Increase in workforce participation rate

• Increased tax base

• Decrease in reliance on public assistance

• Increase in worker productivity

• Increase in medium income of labor force

162


Funding Resources/Partners

Activities OutputsShort- and Long- Term Outcomes

Impact

163


Attachment 2: Theory of Change ModelAfter completing a high-level logic model, your team may wish to complete a Theory of Change model . The Theory of Change Model identifies the problem you are trying to solve, the strategies you intend to employ, and the outcomes you desire in context of outside factors influencing your model, the community in which you are operating and the assumptions you made to form your implementation strategies . It can form the basis of evaluating whether your model is accomplishing the outcomes your team anticipates or if you need to change any of the components of the model .

Attachment 2 is an example of a Theory of Change Model . Use the blank template to complete your own Theory of Change Model .

Step 1 – Problem or Issue: Identify the problem the program(s) is attempting to solve or the issue(s) your program will address .

Step 2 – Community Needs/Assets: Specify the needs and/or assets of your community that led your organization to design a program that addresses the problem .

Step 3 – Desired Results (outputs, outcomes and impacts): Identify desired results, or vision of the future, by describing what you expect to achieve near- and long-term .

Step 4 – Influential Factors: List the factors you believe will influence change in your community .

Step 5 – Strategies: List general successful strategies or “best practices” that have helped communities like yours achieve the kinds of results your program promises .

Step 6 – Assumptions: State the assumptions behind how and why the change strategies will work in your community .

164


Attachment 2: Program Theory Template

Step 1: Problem or Issue

• # of low skilled adults

• # of adults below secondary level

• # adults lacking entry level skills for postsecondary education

• # of English Language Learners

• # of adults needing work readiness skills

Step 2: Community Needs/Assets

• Higher workforce participation rates

• English language speakers

• Skilled workforce available for job vacancies

• Higher wages and less reliance on public assistance

Step 3: Desired Results

• Increase in educational attainment of the workforce

• Increase in number of workers with industry recognized credentials

• Increase in workforce participation rate

• Increase in wages of workers

• Decrease in reliance on public assistance

Step 4: Influential Factors

• Business demand for some type of industry credential

• Business demand for work readiness skills

• WIOA requirement for career pathway implementation

• Large numbers of learners unprepared for post-secondary education

Step 5: Strategies

• Validate competency models for occupations in demand

• Develop curriculum relevant to an employer’s requirements

• Create bridge programs for low-skilled adults

• Provide accelerated contextualized learning options

Step 6: Assumptions

• Cross-agency partners will share in cost

• Participants will commit to pathway with appropriate supports

• Employers will engage in solutions

165


Attachment 2: Program Theory Template

Step 1: Problem or Issue

Step 2: Community Needs/Assets

Step 3: Desired ResultsStep 4: Influential Factors

Step 5: Strategies Step 6: Assumptions

166


Attachment 3: Program Evaluation TemplateAttachment 3 is a program evaluation template that focuses your team’s evaluation on assessing the strategies you identified in your Theory of Change model . Did your strategies contribute to the short-term program outcomes, your team anticipated? This exercise may help you identify any program corrections your team may wish to make . From your Theory of Change model, transfer your strategies to the focus area in Attachment 4 and complete the template .

Column 1 – Focus Area: List your focus areas transferring your team’s strategies from your Theory of Change model .

Column 2 – Audience: List the intended audience for the focus area (strategies)

Column 3 – Questions: List the questions you have for the intended audience that can validate your strategy .

Column 4 – Use: Explain what you would do with the answers to your questions .

167


Focus Area Audience/Who Participates Questions Purpose

Validate competency models for Occupations in demand

Employees serve as subject matter experts in an industry/ occupation or at a given employer job site

Are the competencies identified in a competency model the relevant skills, knowledge, and abilities necessary for the occupation or at the employer’s worksite?

Validate or revise competency model to fit occupation or employer requirements

Develop curriculum relevant to an employer’s job requirements

Employer and training provider Does the curriculum adequately address the knowledge, skills and abilities required by the employer?

Program completers demonstrate the skills required for the job site .

Create bridge programs for low- skilled participants

Adult Basic Education providers and training institutions .

Did completion of the bridge program allow participants to enter a postsecondary education program?

Evaluate content of bridge program and readiness of completers for postsecondary education . Identify the differences between completers and non-completers . Identify barriers for participants who did not complete bridge program if any .

Provide accelerated contextualized learning options

Secondary and postsecondary education

Did the learner grasp the skills, knowledge and abilities needed for the occupation?

Evaluate curriculum and teaching methods .

Provide Supportive Services Workforce agencies, community based organizations

Were the supports provided the best type of supports to facilitate participation in program activities? What were the reasons program participants did not complete?

Determine what outside factors affect program completion . Determine if sufficient resources exist to move a participant along a career pathway .

Attachment 3: Program Evaluation Template

168


Focus Area Audience/Who Participates Questions Purpose

169


Attachment 4: Indicators Development TemplateAttachment 4 is an Indicators Development Template that focuses on the identification of indicators to evaluate career pathways systems and programs .

Column 1 – Focus Areas: From the information gathered in Attachment 3, transfer the areas on which your evaluation will focus into column one (example, validate competency models for Occupations in demand) .

Column 2 – Questions: Transfer from Attachment 3, the major questions related to each focus area (Did the program completers demonstrate the skills required for your industry?)

Column 3 – Indicators: Specify the indicators you will use to measure the success/progress of your program .

Column 4 – Data elements: Identify the data elements to collect to measure the indicator .

170


Attachment 4: Indicators Development Template

Focus Area Question Indicators Data Collection

Validate competency models for occupations in-demand

Are the competencies identified in a competency model the relevant skills, knowledge, and abilities necessary for the occupation or at an employer’s worksite?

# of subject matter experts that verify the skill, knowledge, and abilities needed for their positons

# of employers validating the skills, knowledge and abilities needed for an occupation .

Job skills analysis data from subject matter experts, supervisors, and management .

Develop curriculum relevant to an employer’s job requirements

Does the curriculum adequately address the knowledge, skills, and abilities required of the employer?

# of participants who receive some type of industry recognized credential

# of participants who enter employment Employment retention rate

Participant data

Training data

Employment data

Create bridge programs for low-skilled participants

Did completion of the bridge program allow participants to enter postsecondary education program?

# of bridge program completers entering some type of postsecondary education

Training data

Degree/credential attainment data

Provide accelerated contextualized learning options .

Did the learner grasp the skills, knowledge and abilities needed for the occupation?

# completing high school equivalency

# of participants receiving some type of postsecondary credential

Training data

Degree/credential attainment data

Provide supportive services

Were the supports provided the best type of supports to facilitate participation in program activities? What were the reasons program participants did not complete?

# of participants receiving supports that are progressing along a career pathway

Participant data

Support services data

171


Focus Area Question Indicators Data Collection

172

ELEMENT SIX6.3: PERFORMANCE MEASUREMENT CHART

6.2 Performance Measurement Chart

This chart’s intent is to help your leadership team review the program outcome measures that drive your organizations . The chart may inform your members why you need to collect data consistently across all partners . It helps you determine how important dual enrollment may be in helping each other meet program goals . It shows the alignment of outcomes and can serve to hold each other accountable for the outcomes .

a. Workforce Agencies

PERFORMANCE MEASURES

WIOA Title I Adult & DW

WIOA Title I Youth


WIOA Title III

Job Service

WIOA Title IV- VRS &

SSB

OLDER AMERICANS

ACT

TRADE ADJUSTMENT

ACT

VETERANS UNEMPL . INSURANCE

Employment Placement or Retention

Placement or Retention




Placement Placement Placement or Retention

Retention Post Exit Measure

Post Exit Measure

Post Exit Measure

Post Exit Measure

Post Exit Measure

Post Exit Measure

Post Exit Measure

Post Exit Measure

Earnings Median Earnings

Median Earnings

Median Earnings (new)

Median Earnings

Median Earnings

Average Earnings--

Average Earnings

Average Earnings

Credential Industry Recognized

Industry Recognized

Industry Recognized

Industry Recognized

Industry Recognized

-- Industry Recognized

(Tracked Only)

Skill Gain Measurable Gains Toward a Credential

Measurable Gains Toward a Credential




-- -- --

Business Satisfaction

TBD TBD TBD TBD TBD -- -- --

Others TBD by the Governor, State Agencies, Regional Planning and Local Boards

TBD by the Governor, State Agencies, Regional Planning and Local Boards




-- Benefits reinstatement

-- Timely 1st time benefit payment--Appeals Decided w/in 30 days

173



WIOA Title I Adult & DW

WIOA Title I Youth


WIOA Title III

Job Service

WIOA Title IV- VRS &

SSB

OLDER AMERICANS

ACT

TRADE ADJUSTMENT

ACT

VETERANS UNEMPL . INSURANCE

Standard Setting Negotiated with the Feds

Negotiated with the Feds





Set by Feds Nationally


Incentives None None None None None None Yes Yes

Penalties Failing on measures after 1 & 2 yrs .

Failing on measures after 1 & 2 yrs .





No No

b. Other Agencies


HUMAN SERVICES - TANF/SNAP ENT

POSTSECONDARY - CARL PERKINS PS

CORRECTIONS - 2ND CHANCE PROGRAM

HUMAN SERVICES - CSBG E&T PROGRAM

HOUSING AND URBAN DEVELOPMENT - HUD E&T PROGRAM

Employment Placement and Employment

Placement Employment Opportunities

-- --

Retention Post Exit Measure 1 year 2nd & 4th Qtr

Earnings Median Earnings and Benefits

-- Yes

Credential Industry Recognized Industry Recognized Industry Recognized

Skill Gain Measurable Gains Toward a Credential

Technical Skill Attainment Yes

Business Satisfaction

- - Union Advisory Committee

174



HUMAN SERVICES - TANF/SNAP ENT

POSTSECONDARY - CARL PERKINS PS

CORRECTIONS - 2ND CHANCE PROGRAM

HUMAN SERVICES - CSBG E&T PROGRAM

HOUSING AND URBAN DEVELOPMENT - HUD E&T PROGRAM

Others Reduce Recidivism Academic Attainment--Educational Retention--Completion/Graduation--Sec . Training--Non-Trad by Gender

Reduce Crime & Recidivism - Increase Child Support Payments- Housing Opportunities- Substance Abuse Reduction & Participation

Standard Setting Negotiated with the Feds MAP/ABE

Incentives None None

Penalties Funds w/held for TA by Feds

Under Performance


career pathways workbook - doing what matters...

Documents