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Building and Supporting a Comprehensive Adult Career Pathway Program/System

Building and Supporting a Comprehensive Adult Career Pathway Program/System Judy Mortrude, MN Dept of Employ and Econ Dev Jen Vanek, University of Minnesota. Introductions and…. How comfortable are you with the definition of “ career pathway ” programs and systems?

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Building and Supporting a Comprehensive Adult Career Pathway Program/System

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  1. Building and Supporting a Comprehensive Adult Career Pathway Program/System Judy Mortrude, MN Dept of Employ and Econ Dev Jen Vanek, University of Minnesota

  2. Introductions and… • How comfortable are you with the definition of “career pathway” programs and systems? • What is your direct career pathway experience?

  3. Building Adult Career Pathways for the Non-Traditional Learner**Nontraditional learners are students who have one or more of the following characteristics: has delayed postsecondary enrollment, attends college part-time, works full time while in school, is financially independent, is a single parent, and/or has no high school diploma or GED. Center for American Progress/CAEL, 2010

  4. Minnesota’s Skills Gap

  5. Carnevale, Georgetown Center for Education and the Workforce, 2010

  6. Minnesota’s Workforce of Tomorrow is IN the Workforce Today

  7. Adult Career Pathways • “A series of connected educational and training programs that allow students to advance over time to successively higher levels of education and employment in a given sector.” • Davis Jenkins, The Career Pathways How-To Guide, published by Workforce Strategy Center, 2006

  8. Alliance Career Pathway Model - draft Multiple entry points Family-supporting employment and further educational opportunities Academic Skills and Credentials (Customizable based on labor market needs and target population) Basic Skills Instruction: Adult Basic Education, English as a Second Language Short-term certificates Long-term certificates Two-Year Degree Programs and Above Basic Skills Bridge Programs Employability Skills and Work Experience (Customizable based on labor market needs and target population) Basic Career Readiness Employment in jobs that require basic occupational skills Employment in jobs that require intermediate occupational skills Employment in jobs that require high occupational skills and management skills Internships Internships Pre-Apprenticeships Pre-Apprenticeships Apprenticeships Multiple exit points at successively higher levels of education and employment Supportive Services and Navigation Assistance

  9. INTEGRATED BASIC EDUCATION AND SKILLS TRAINING INDUSTRY-RECOGNIZED CREDENTIAL CAREER AWARENESS READINESS OCCUPATIONAL PREP INTEGRATED SUPPORT: RESOURCES THAT MAKE IT POSSIBLE FOR ADULTS TO SUCCESSFULLY COMPLETE THE PROGRAM

  10. POST-SECONDARY CREDENTIAL INTEGRATED INSTRUCTION BRIDGE PREP BRIDGE I BRIDGE II INTEGRATED SUPPORT SYSTEMS

  11. Bridge Prep Program Model Suggested Characteristics

  12. Bridge Prep - Example • This video illustrates a culminating activity for an English Language Learning 2 class. • In this activity, adults play the role of landlord and renter to demonstrate learning within the context of the rental transaction. http://my.brainshark.com/EL-Civics-142661177

  13. Bridge I Program Model Suggested Characteristics

  14. Bridge I Example • This course is an example of Bridge I work within an English Language Learning course. • Career Exploration for ELL 3/4 is for learners who are interested in finding a new career (job). This • course gives an introduction to the 8 adult career pathways in this ABE region. Learners will study the • basic ideas and language needed for these occupational prep classes. Learners will also do general • career exploration activities. They will learn how to get important information about jobs such as • education and skills required, salary, and availability, etc. They will learn how to look for jobs and think • about their own skills and job preferences. Learners will also visit different work places to learn more • about the career they are studying. • Career Exploration Unit (Bridge I) leads to Occupational Prep Course (Bridge II) • Health………………………………. Nursing Assistant Prep Course • Transportation……………………. Commercial Drivers License Course • Manufacturing…………………….. Medical Assembly Course • Child Care…………………………. Child Development Course • Food Industry (Food Prep)………ServSafe License Course • Janitorial/Maintenance………….. Boiler License Course • Construction…………………….....Intro to Building Trades Course • Instructional and support materials that build English language, technology, work and soft skills within • career-specific units available at http://hubbs.spps.org/work-related_courses.html

  15. Bridge II Program Model Suggested Characteristics

  16. Bridge II Example - ServSafe • A ServSafe certificate is awarded to those who pass the exam, which in turn is used to obtain a state license as a Certified Food Manager (CFM).  Information about the Minnesota CFM license is available at http://www.health.state.mn.us/divs/eh/food/fmc/. • Instructors teaching ServSafe must be certified by the National Restaurant Association.  The ServSafe exam can be administered at any site by an instructor or staff person certified as a proctor by the National Restaurant Association.  Information on become certified as an instructor and/or proctor is available at www.servsafe.com. • ServSafe can serve as a bridge to employment or to further postsecondary study. Opportunities for an integrated course include Culinary Assistant Certification or Food & Restaurant Management Certification courses. • ServSafe is a course of study with textbooks and core instructional materials provided by the National Restaurant Association.  Their materials are available for purchase at www.servsafe.com.  The ServSafe course leads to a national ServSafe exam.  • ABE Materials for this course are at http://hubbs.spps.org/ServSafe.html

  17. Integrated Instruction Suggested Characteristics

  18. Integrated Instruction Example – Medical Office Career Pathway Facilitate project, coordinate progress meeting, provide technical support & networking Recruit learners, provide funding and support services Recruit learners, provide funding, host internships Ensure bridge course connects; support integrated course Guide course development and implementation Central Point of Contact

  19. Postsecondary Credential • A certificate, diploma, or degree • Diplomas and degrees are awarded by institutions of higher education. • Certificates are awarded in recognition of an individual’s attainment of technical or occupational skills by: • A state agency responsible for administering vocational and technical education within a state. • An institution of higher education • A professional, industry, or employer organization using a valid and reliable assessment of an individual’s knowledge, skills, and abilities. • A registered apprenticeship program. • A public regulatory agency, upon an individual’s fulfillment of educational, work experience, or skill requirements that are legally necessary for an individual to use an occupational or professional title.

  20. Integrated Support Systems • Services include 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

  21. Career Pathway Benefits • For Employers • Increased input into certification courses offered in their industry in their region. • Source of workers who are qualified for high-level semi-skilled and entry-level skilled jobs and are prepared to advance. • Improved productivity resulting from a qualified workforce. Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.

  22. Career Pathway Benefits For Community & Technical Colleges and Other Postsecondary Institutions • “Feeders” of qualified and motivated students to occupational certificate and degree programs; • Preparation of students who come to college with inadequate basic skills to succeed in college-level courses. • Improved retention, graduation rates, and job-placement outcomes, particularly among underrepresented students. • Faculty in credit programs can focus on college-level material rather than developing students’ basic skills. • Clear way to show the connection between a college’s multiple missions. Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.

  23. Career Pathway Benefits For Community Based Organizations • Help community members advance to college-level occupational education, which has become the gateway to career pathway employment. • Effective response to community need for economic development. • Role as equal partner in development and delivery of adult career pathway program. Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.

  24. Career Pathway Benefits For Workforce Development • Job connected training and advancement opportunities for one-stop career center clients. • Response to the mismatch between employers demands for motivated workers with strong basic skills and basic skills deficiencies among large segments of the workforce. • Use of existing infrastructure to meet employers’ hiring needs in sectors of importance to regional economies. • Meet High Performance Measure of increasing postsecondary credential attainment with Workforce Investment Act participants. Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.

  25. Career Pathway Benefits For Adult Basic Education • Motivation and retention of students – increase in number of students completing programs. • Ease in meeting ABE accountability measures while providing contextualized, authentic skill training. • Recognition of key role ABE plays in economic prosperity for a region. Adapted from Women employed with Chicago Jobs Council and UIC Great Cities Institute,. “Women Employed.” Bridges to Careers for Low-Skilled Adults: A Program Development Guide. Women Employed Institute, 2005. Web 2 Apr. 2010.

  26. Occupational Sectors

  27. South Central Health Care

  28. Brainerd Manufacturing

  29. Educating Adult Workers: The Shifting Gears Initiative TheJoyceFoundation www.shifting-gears.org

  30. PD as a top priority. Why?A new way to work… • Adult Career Pathways - National movement • - new ways to work with all levels of ABE • Some national resources available to support the work • National College Transitions Network http://www.collegetransition.org/home.html • Adult Career Pathways Training & Support Center http://www.acp-sc.org/ • Workforce3One https://www.workforce3one.org/

  31. Modeling Collaboration

  32. PD Opportunities https://sites.google.com/site/mnfasttracpdcentral/

  33. Study Group Website

  34. Study Groups • Goals • Work closely with relevant people in your partnership to create materials that support both current and future adult career pathways programming • Collaborate with peers across the state who are doing the same work

  35. GOALMN Adult Career Pathways Best Practice

  36. MN PD Process – 2012/2013 • Repeat steps for each of the six Study Group modules • 1. Complete “Gathering Information” module – collected best practice • 2. Discuss ideas with colleagues • 3. Complete activity that connects to best practice and supports your work • 4. Webinar to share best of what is happening in MN • Each study group repeated this process with their cohort, for each module.

  37. 1. Learn Best Practice

  38. 2. Think & Discuss

  39. 3. Useful Activities

  40. 4. Webinar • “Meet” monthly to discuss work • Each group has a monthly webinar to go over promising practice revealed in the submitted activities

  41. Resources for you. • Open Website • https://sites.google.com/site/mnfasttracpdcentral Storyboards - Customization

  42. What’s Next? We are all working to grow for our learners • Seeking consequential change through scale, depth, and shared ownership. • Making credential attainment among working learners a key educational and employment policy priority in Minnesota. • You are leading the way – thanks!

  43. Questions? Judy Mortrude judy.mortrude@state.mn.us Jen Vanek jenvanek@moreliteracy.com

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