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Enhancing Workforce Readiness Skills: A Grassroots Approach

This presentation discusses the college's Quality Enhancement Plan (QEP) to enhance the workforce readiness skills and behaviors of students. It highlights the broad-based involvement of stakeholders in developing and implementing the plan, as well as the goals and implementation approach. The QEP aims to enhance student learning and support the college's mission of promoting success and self-reliance for students, as well as fostering economic development in the region.

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Enhancing Workforce Readiness Skills: A Grassroots Approach

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  1. Quality Enhancement Plan “Learn It! Live It!”Ensuring the Workforce Readiness Skills and Behaviors of Today’s and Tomorrow’s Workers Fall Convocation 2015 Presentation

  2. Broad-based Involvement of Stakeholders for Topic Isolation and Development The topic was chosen based upon a data review, survey of College constituents, employer surveys, as well as focus groups composed of faculty, staff, students, and community members. • It began with an isolation of possible themes. • These themes were narrowed down to one (workforce readiness). • This theme was converted into an actual topic. • Student learning objectives were developed for the topic. • Specific points of focus within the learning objectives were developed. • Focus groups developed implementation plans, training approaches, and assessment criteria. At all points, the “grass roots” approach was used.

  3. Goals of the QEP(College-Wide Student Learning Goals to be Impacted by the QEP)

  4. Goal =’s 85% of all graduates showing competency QEP Student Learning Outcomes

  5. QEP’s Connection to the OCtech’s Mission The mission of Orangeburg-Calhoun Technical College is to provide relevant training and education in a flexible environment that promotes success and self-reliance for students, and fosters economic development for the region. • The QEP will enhance student learning and the environment supporting student learning while furthering OCtech’s mission to promote success and self-reliance for students (soft skills). Increased and sustained employment for graduates will also support the College’s commitment to foster economic growth in the region.

  6. The Implementation Approach The College’s Choice Not to “Scale-Up” – The All or Nothing Approach (It will be a change in culture more so than an intervention.)

  7. Some Details on the Implementation Approach • The College’s choice not to “scale-up” – The All or Nothing Approach (It will be a change in culture more so than an intervention.) • Campus-wide Involvement through training • Selection of “Train the Trainer” Model • Implementation in all courses taught (face-to-face, hybrid, and online formats by both full-time permanent and adjunct faculty, excluding dual-enrollment students) • Addition of Faculty Production Studio • Provision of Teaching and Learning Facilitator • Incorporate Assessment Data and Reporting into Compliance Assist • Develop a Community Career Readiness Certificate for Employers

  8. Assessing the QEP • Formative Rubrics (in progression courses) • Summative Rubrics (in capstone courses) • See pages 67-69 for rubrics. • WorkKeys • Software Simulations of Soft Skills

  9. Training Needs • Appreciative Advising • Assessment • Integrating Applied Communication Concepts for Problem Solving in a Work-Environment • The Big6 Approach to Integrating Technology for Problem Solving in a Work-Environment • The Tell-Show-Do-Feedback (TSDF) Model for Integrating Soft Skills • The Production Studio • The Learning Management System (LMS) • Problem-Based and Project-Based Learning

  10. AdvisingAppreciative Advising http://www.appreciativeadvising.net/

  11. AssessmentAssessment in General Backwards Design Assessment Model http://www.pbs.org/teacherline/catalog/browse/?sa=5&js=0

  12. Assessment Specific to the QEP • Formative and Summative Rubrics • Data Collection

  13. Integrating Applied Communication Concepts for Problem Solving in a Work Environment Best Practices and Models for Enhancing Skills

  14. Integrating Applied Technology Concepts for Problem Solving in a Work EnvironmentBig6 Approach The Big6 Skills approach can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task.” http://big6.com/

  15. Integrating Soft Skills Tell/Show/Do/Feedback Model A best practice review indicates that this tactic is the most productive way to incorporate and assess soft skills in course work. http://www.careersined.org/training_events/Tell-ShowDo-Feedback.shtm

  16. The Production StudioCreation of Learning Objects

  17. Learning Management System (LMS)Storage and Dissemination

  18. Full Implementation and Assessment in Capstone Courses Project-Based and Problem-Based Learning http://www.edutopia.org/project-based-learning

  19. As We Move Forward… • We need to get input from student groups between now and the time of the SACS visit. • We need to flesh-in the training plan details and begin the training process. • We need to flesh-in a plan for smoothly implementing the QEP in to all courses and assessing the results in progression and capstone ones. • We need to actually get the needed training. • We need to construct program definitions for QEP SLO specifics. • We need to share the QEP with area employers and community groups. • We needs to integrate QEP SLO’s in course outlines and course planning. • We need to have regular “town hall” meetings and ideas sessions. • Finally, we need to start the implementation.

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