4.18.24 Movement Legacies, Reflection, and Review.pptx
Making a Market for Competency-Based Credentials: What Can Colleges Do?
1. Making a Market for Competency-Based
Credentials: What Can Colleges Do?
Final in a series of three webinars
available at www.skilledwork.org
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3. Today’s Presenters
Jeannine La Prad
CSW
Dr. Maria Coons
Harper College, IL
Moderator
Melodee Mabbitt, CSW
Dr. Robert Topping
Spectrum Consulting
Group
Dr. Rebecca Nickoli
Ivy Tech Community
College, IN
5. What is a competency-based
credential?
Accurately assures competencies, based on skills
and knowledge of the holder
Awarded based on demonstration of those
competencies
Aligns with specific industry standards and
founded on the skills/competencies needed by
employers
7. Current State of Play…
In a nutshell
• Competency-based credentialing as a concept
resonates widely
• Large-scale adoption and use needs:
– Transparency (common language, registries)
– Interoperability (quality assurance, data
infrastructure)
– Making the Return on Investment clear to
employers, job seekers, and educators
9. Expanding Use by Educators
Engage employers as full partners
Utilize methodologies to ensure that all key
competencies related to job tasks and
employability/ soft skills are identified
Work with sector partnerships
Meet students where they are
Provide opportunities for applied learning
experiences
Focus on credential related outcomes
10. The Evolution of the Business-Education
Partnerships
“Off the shelf” course offerings
Needs assessment/customized training
Organizational development approach
(“Trusted Partner” – often one on one)
Deep engagement in an industry- shared ownership of standards,
curriculum and assessments
(Provide solutions through cross industry and regional sector
partnerships)
12. William Rainey Harper College
Comprehensive community college in Palatine,
Illinois
Named for Dr. William Rainey Harper, a pioneer in
the junior college movement in the United States
and the first president of the University of Chicago
Serves 40,000+ students annually, with access to jobready degrees and certifications.
Accredited by the Higher Learning Commission of the
North Central Association of Colleges and Secondary
Schools (NCA)
13. Matching Competencies
Completion of industry certifications
Quality check
Demonstration of skills
Not “life experience”
Portfolios
Exams
Corporate/Military Training (Badging)
Crosswalk
16. New Initiative
Harper College launches new manufacturing program,
internships
In an attempt to fill growing vacancies in high-tech
manufacturing, Harper College is teaming up with local
companies to create a stream of future employees.
Harper’s Program
Statewide Network
17. Manufacturing Technology
Manufacturing Technology
Associate in Applied Science Degree
Credit Certificate Programs
– Manufacturing Production Certificate
– Computer Numerical Control (CNC) Operator I Certificate
– Computer Numerical Control (CNC) Operator II Certificate
• Aligned with Manufacturing Skill Standards Council
(MSSC) Certified Production Technician (CPT)
18.
19.
20. Industry Certifications
Entry Level: MSSC Certified Production Technician (CPT)
Intermediate (within an area of specialization):
– Mechatronics: Certificates in Motion, Sensors, Electronics,
Robotics and PMMI Certification
– CNC: Certificates in Precision Machining and NIMS Certification
– Industrial Maintenance: Certification in Machine maintenance
– Welding/Metalworking: AWS and NIMS Certifications
– Green Manufacturing: Certificates in Waste Management and
Lean Manufacturing
21. Lessons Learned:
Competency-Based Credentials
Robert Topping, Ed.D.
Spectrum Consulting Group, LLC
rbot@scgsolutions.biz
(503) 642-5165
in conjunction with
The Regional Education Training Center and the
Pacific Northwest Center of Excellence
for Clean Energy
23. Pacific Northwest Center of Excellence for Clean
Energy: A Centralia College (WA) Partnership
cleanenergyexcellence.org
Conduct focus groups to identify critical work
functions and key activities
Verify the data gathered from focus groups.
Survey current workers to determine
proficiency level of skill for a job position
Compile and research existing standards in
related jobs and careers
Develop work-related scenarios to place the
skill standards in context of a work
environment
Gain Industry endorsement of “ skills
standards” for key occupations
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31. Credentialing Webinar
Corporation for a Skilled Workforce
Rebecca Nickoli, Ed.D.
Vice President/Corporate College
Ivy Tech Community College
November 5, 2013
32. Alternative Approaches to Completing Credentials
•
Short-term, financial aid eligible certificates
•
Ivy Institutes of Technology
•
Pilot program to develop competency-based degree
•
Role of certification and cross-walking in accelerating
completion
33. Certificates at Ivy Tech
•
18 to 29 credits ( ¼ to ½ of an associate degree)
•
Federal financial aid available for eligible students
•
One or more certifications embedded
•
Technical, skills-based courses
•
Role of general education
34. Certificates at Ivy Tech
•
Always include one or more third-party certifications
•
•
Always part of a career ladder
Examples
- Information Security has certificates in data security and network
security
- Human Services has certificates in addiction studies, elder care,
direct support specialist
- New general education certificate has 30 hours that transfer to all
public 4-year colleges in Indiana
35. Ivy Institute of Technology
Earn your Technical Certificate
In 40 weeks of instruction.
then
$$$
Stay and earn your
Associate of Applied
Science degree with
only a few classes left.
or
Go directly into the
workforce.
36. How it works
•Cohort-based
•Five eight-week sessions
•Around five hours per day in a lab
•Small amount of time in classroom
•Math and Communications taught in lab
Math concepts learned are ones that will be used on the
job.
37. Competency-Based Programs
• Gates Foundation grant with Western Governors University
• Starting with a Technical Certificate in Web Design, moving on
to associate degree
• Rolling out first courses in January 2014
38. Why is Professional Certification Important?
•
Certifications are portable and stay with the individual. Once certified,
the individual can use them as evidence that one has earned the
professional designation.
•
They are industry-recognized, usually industry-specific and are known to
employers in that discipline world-wide.
•
Issued by professional associations or governing agencies which give
the certification credibility in the field.
•
Certifications (and professional licenses) are required for certain jobs.
•
Certifications often require re-certification or re-training which helps
ensure currency of the credential.
39. Workforce Certification at Ivy Tech
• Through partnerships with national and international testing
vendors, our centers have access to over 5,000 professional
certification and licensure exams
• In FY 12-13, the centers administered over 42,000 certification
and professional licensure exams.
• Certification Crosswalk at: www.ivytech.edu/
41. Questions from recent NCWE session
How can we make competency based education
fit within parameters for financial aid?
– KCTCS model of chunking modules for credit (as little as 1/2
credit)
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42. Questions from recent NCWE session
Are regional accrediting bodies a barrier to this
work? …No
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43. Questions from recent NCWE session
Challenge of tracking accountability for outcomes
when students get hired with credentials
– Data elements/ identifiers are not comparable
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44. Comments from recent NCWE session
Several people talked about developing their own
aligned curricula and/or credentials
– There is an opportunity for colleges to help develop
certificates/certifications with companies or endorse
those credentials developed by companies (and
develop and align related curriculum).
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45. Comments from recent NCWE session
Several people talked about developing their own
aligned curricula and/or credentials
– One college mentioned that the cost of some
proprietary curriculum can be cost prohibitive. They
are developing their own curriculum that aligns with
an industry recognized credential.
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A cluster of related knowledge, skills, abilities, and personal qualities that are used in an integrated way to add value to an environment (context, conditions, and culture).
Introduce the idea of competencies.
SCG’s approach to connect competencies to tangible results that we can measure.
What is key is that while the duties may change, the competencies to accomplish those duties may remain the same.
If the duties change, we must adapt the performance measures to be specific to what the worker is required to do.
Key partners are Labor, community colleges, workforce boards, and industry experts
Conduct a widely distributed survey of current workers to determine level of skills required for each job.
Develop work-related scenarios to place the skill standards in context of the work environment.
Verify the data gathered from focus groups.
Disseminate skill standards information to involved parties from industry, education and labor for review and editing.