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Using PLA as a Workforce Development Tool

Using PLA as a Workforce Development Tool. November 10, 2011 Sarah Miller, CAEL Dr. Robin Millar, CEW. Facilitated by:. Sarah Miller Public Sector Services Consultant, CAEL Dr. Robin Millar Executive Director, Centre for Education and Work. CAEL’s Intermediary Role.

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Using PLA as a Workforce Development Tool

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  1. Using PLA as a Workforce Development Tool November 10, 2011 Sarah Miller, CAEL Dr. Robin Millar, CEW

  2. Facilitated by: Sarah Miller Public Sector Services Consultant, CAEL Dr. Robin Millar Executive Director, Centre for Education and Work

  3. CAEL’s Intermediary Role

  4. Public Sector Services • Build a stronger workforce—and a stronger economy • CAEL Public Sector Services builds your capacity to: • Identify Employer Skill Needs • Connect Worker Skills to Demand • Identify education and training gaps • Ensure learning leads to real job opportunities

  5. Guiding Themes of the National Workforce • Large Scale worker transitions • Increasing emphasis on “Middle Skill” jobs, capabilities • Skills have value no matter where and how they are developed • US DOL TEGL – Increasing Degree and Credential Attainment including Prior Learning Assessment (PLA)

  6. Adult Learner in Focus • In the U.S., more than 59 million people, or 30 percent of the adult population, are untouched by postsecondary education. • In 35 states, more than 60 percent of the population does not have an associate‘s degree or higher. • In 2004, adult learners made up approximately 43 percent of total enrollment at community colleges, and represented 12 percent of all postsecondary education students. Source: Council for Adult and Experiential Learning, “Adult Learner in Focus”, 2008.

  7. Impact of Credentials and Earnings

  8. Percentage of Workforce by Education Level 1973-2018 Source: The Georgetown University Center on Education and the Workforce

  9. Anticipated Jobs by Education Level 2018 Source: The Georgetown University Center on Education and the Workforce

  10. Prior Learning Assessment • How do you use PLA? • Do you have policies and practices? • Workers in Transition? • Connection to the Workforce System?

  11. Drawing Out “Hidden” Skills • Workers share high-value experience • By helping a few workers to identify transferable and creditable skills, they can help guide the rest • Start the process for clear articulation of skills • Build confidence transitioning back into the workforce

  12. NUMMI Plant Closure: A Case Study of Hollywood Proportions • April 1st, 2010 – Non-staggered closure • 4,700 workers / $512m annual pay &benefits • 47 suppliers and more than 1,100 procurement suppliers in 35 CA counties • Estimated total impact of 50,000 jobs lost

  13. Taking Action • The Transition Intuition • Workers in transition are highly skilled • Potential to receive college credit

  14. Pre PLA support • Re-Packaging Workers • Info for employers and industry outreach • Existing skills sets determined • Barriers identified and resources provided • Worker Assessments • Transferrable skills identified – re-labeled to meet other industry sector profiles • Develop worker profiles

  15. Clear Challenges • Not just skills, but attitude and outlook weigh heavily • Special challenges facing mature workers • Workers had low view of their skills and experiences • Need for sensitive process and measurements to identify learning from experience

  16. Building the Portfolio Focus Group input sculpted the portfolio Process gave directed opportunity for workers to document their experiences on the job

  17. Before, during, after • What do you do before you start a task? • What do you do during the task? • What do you do after the task?

  18. Moving Forward…. • Taking your skills with you when you go • Move from “I just did this” to “This is what I learned”

  19. Employee Guide Templates Open-Ended Completed Experience Prompts

  20. Self Assessment Guide • Blank template and steps guide the exercise

  21. credit vs. CREDIT • Is this college level learning? • Do local colleges have policy for prior learning assessment (PLA) • Policy Barriers in the region • Potential policy change with NUMMI portfolios

  22. Attracting a New Student • The business case for PLA • Reduced tuition costs • Decreased time to degree • Enhanced persistence • Connecting to the Workforce • Attract students who otherwise are not thinking of getting a degree • Using the Case Manager

  23. What We learned • Highly skilled workforce • Unaware of their talents • Self reflection critical to ID of skills • Both job seekers and staff need support and reinforcement

  24. Looking Toward the Future • Easing the transition from long term employment to new opportunities • Working with regional education collaborative to change policy on PLA • Connect skills documented with local and regional employer needs

  25. Questions??? • Contact Information Sarah Miller smiller@cael.org (312)499-2672 Dr. Robin Millar rmillar@cewca.org 204-885-2957

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