Work Readiness Standards and Benchmarks

1. Work Readiness Standards and Benchmarks The Key to Differentiating America’s Workforce and Regaining Global Competitiveness 02/07/13

2. Agenda Overview of Work Readiness Standards and Benchmarks Application of curriculum profiles in developing occupational training programs aligned with employer demand for skills in construction management Application of work readiness standards for skill-based careers in manufacturing Development of a “fast track” program for Nursing Assistants that focuses on both the development of foundational and occupational specific skills Q & A

3. Ready for College and Ready for Work: Same AND Different? Levels of readiness in reading and math needed to succeed in college-level courses without remediation are comparable to those needed to learn job-specific skills. These findings do not address “job-specific” skills, above and beyond “foundational” skills. Individuals need both to be successful in a career pathway and to differentiate themselves in a competitive job market.

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

5. Work Ready Skills Foundational AND occupation specific Vary in both importance and level for different occupations Depend on the critical tasks identified via a job analysis or occupational profile

6. Work Ready Standards and Benchmarks Work Ready Standards are precise descriptions of the knowledge and combination of skills that individuals need to be minimally qualified for a target occupation. While work readiness standards establish the mix of skills and range of levels reported by employers (i.e., minimum and maximum) for specific occupations, benchmarks are the target skill level (i.e., median) that an individual should aim for in order to be considered work ready.

7. Task List for Accountant

8. Task List for Welder

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

10. The Role of Foundational Skills for Work Readiness

11. For more information contact: Hope Clark Assistant Vice President, Workforce Research hope.clark@act.org

12. Curriculum Profile Kirkwood Construction Management Program

13. Construction Management 2 Year Program • provides entry-level skills and knowledge for students who want to pursue one of the many careers available in the construction industry • residential, commercial or highway construction; material suppliers; building inspection; component manufacturing

14. Why a curriculum profile? • Construction management program had been developed through collaboration with 2 and 4 year institutions across the country • UNI is Kirkwood’s current 4 year partner in development of educational path • Industry partner feedback • Create a consistent pathway from 2 year to 4 year. • Are we addressing the foundation and job ready skills in our curriculum?

15. The Players…. WorkKeys certified job profiler with profiling experience was key for success Need for in depth analysis for foundational and job ready skills Subject Matter Experts willing to be open and identify gaps

16. Curriculum Review • Review of current objectives related to 27 technical outcomes • Used SME within the department who consulted with recent graduates, other instructors and Dean • Crosswalk between learning objectives defined by National Center for Construction and Education Careers

17. Identification of Needed Job Ready Skills • SMEs and Job profiler walked through curriculum of all major classes • SME and job profiler identified objectives from the NCCER curriculum that were not being covered in current curriculum and were also being recommended by industry partners. • Identified objectives were then added to appropriate courses • 83 Learning objectives were identified for the 2 year program, an increase of 20% from pre-curriculum profile • It’s not that these weren’t being taught, but were we being consistent in our teaching and making sure all industry needed skills were addressed at appropriate times in the program.

18. Examples of Job Ready Skills • Describe the four common construction delivery systems by attending class discussion as a part of Construction Management coursework • Identify the gender and minority issues associated with a changing workforce. This is attained as a part of the Construction Law and Construction Management courses. • Explain the quality control responsibility of managers, superintendents, and crew leaders by reviewing case studies, applying calculation methods and text as part of the Construction Management coursework

19. Foundational Skills • It was through the identification of the appropriate job ready skills that we were able to do an appropriate foundational analysis

20. Amy LasackKirkwood Community Collegeamy.lasack@kirkwood.edu319-398-5435

21. Aligning Training Programs with Real-Time Jobs for almost 100 Years Serving Minnesota & Upper Midwest Established 1914 - 2014

25. Applying Work Readiness Standards for focused, skill-based careers in the Manufacturing Industry of Cutting and Sewing.

26. Investigating workforce and student Understand the industry need, what the industry produces and the environment Understand the demographic of the student, their motivation and desire to work Job Skills Training Program

27. Define Skills Relating to Occupation Several round table meetings with industry partners

28. Define Skills Relating to Occupation Surveyed employers to help define: “Occupational skills and knowledge” required to safely and accurately operate machines and to understand the process of production. (Handout)

29. Define Skills Relating to Occupation Surveyed 2013 wage rate willing to pay Investigated student profile Survey Results U.S. Bureau of Labor Statistics 2010-2011 Estimated Industry Wage: 14.36

30. Define Skills Relating to Occupation (Handout)

31. www.themakerscoalition.org

32. Aligning Occupational Skills to Work Readiness Standard Occupational Test Collaborated with MN Workforce Agency Counselors to make for Work Readiness Standards (National Career Readiness Certification Level 3) after Benchmarking with Industries. Foundational Academic Test Collaborated with Community Service Organization to establish academic readiness using the TABE test Level 7M. Important for retention and communication

34. Work Readiness Standards Comparison Reference: MN Workforce Center

35. Sewing & Production Specialist Student Demographics

38. Questions? Thank You!

39. RSN at South Central College Dr. Nancy Genelin Vice President of Academic Affairs nancy.genein@southcental.edu

40. About South Central College South Central College is a Minnesota Community and Technical College with a history of academic excellence since 1946. The college has campuses in two great communities: Faribault & North Mankato.

41. Minnesota FastTRACAdult Career Pathway – www.mnfasttrac.org INTEGRATED BASIC EDUCATION AND SKILLS TRAINING INDUSTRY-RECOGNIZED CREDENTIAL CAREERAWARENESS READINESS OCCUPATIONAL PREP INTEGRATED SUPPORT: RESOURCES THAT MAKE IT POSSIBLE FOR THE ADULT TO SUCCESSFULLY COMPLETE THE PROGRAM

42. Minnesota FastTRACAdult Career Pathway POST-SECONDARY CREDENTIAL ABE/SCC INTEGRATED INSTRUCTION ABE BRIDGE PREP ABE BRIDGE I ABE BRIDGE II INTEGRATED SUPPORT SYSTEM Support services for success including barrier mitigation, career advising, system navigation provided by workforce development, community based organizations, and human services

43. Bridge Prep Program Model

44. Bridge I Program Model Suggested Characteristics

45. Bridge II Program Model

46. Bridge II Program Model

47. Integrated Instruction

48. Integrated Instruction

49. Integrated Support Systems Social supports needed to complete a program, including, but not limited to • basic needs • housing, • childcare • transportation • crisis intervention, • social service navigation, • work experience, etc., Comprehensive support services enhance planning and informed decision making and increase success in achieving both education and employment goals, including, but not limited to • Career advising • Work experience • Job placement and retention services These services provided throughout the pathway by Workforce Development, Employers, Community Based Organizations, Human Services, or other partners

50. FastTRAC Benefits For Educationally Underprepared Adults • Help for individuals who want to advance to career path job but lack the necessary basic skills. • Exposure to a broad range of jobs, careers, and education opportunities. • Access to postsecondary occupational education. • Counseling to help with career and education planning and overcoming barriers to success. • Facilitated contacts and connections to the labor market, employers, and specific jobs. • Support services to remove barriers to successful career pathway education and employment Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.