creating meaningful credentials
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Tom HadlickDirector, WorkKeys CenterSyracuse University
Amy HeitzmanExecutive Director, Continuing and Professional Education Southern Methodist University
January 14, 2011
41 Levels of WorkKeys Instruction
12 Levels of pre-WorkKeys
Server based or on-line formats
For Every 100 9th Graders68 Graduate on timeOf those, 40 enroll directly in collegeOf those, 27 are still enrolled the following yearOf those, 18 earn a Associates Degree within 3 years or a BA within 6 years82 Dont make it!Tough Choices or Tough Times National Center on Education and the Economy
If someone had done to us what we have done to our education system it would have been considered an act of war.
Nation at Risk 1983
U.S. Manufacturing Is Strong*
Response of Business and IndustryOur Education and Workforce Development agenda focuses on implementing quality education reform for the entire continuum:
Benefits of the National Career Readiness Certificate
Based on objective, standardized results Nationwide portabilityAn internationally recognized assessment organization
Available for immediate use
Career Readiness Certificates Issued
StateNumber Certificates Issued Arkansas25,731Alabama29,551Florida100,446Georgia100,452Indiana66,023Minnesota39,378Michigan74,982New York 2,000North Carolina 57,944South Carolina113,688
Steps to DeploymentRegional Economic Validation: Using real-time data on occupational, employment, and industry outlooks, complete a validation of the job availability and growth patterns within the regional economy.
Define Education Pathways: Design and/or validate career and educational pathways aligned to the available jobs and growth sectors in the regional economy.
Map Current Education Assets: This alignment will begin with the educational programs in Advanced Manufacturing of the community colleges and colleges/universities in the region and include articulation from high schools to postsecondary programs of study.
Press Release 3-17-2010
University of Phoenix Teams with The Manufacturing Institute to Educate Workforce to Meet the Challenges of the 21st Century Alliance will Bridge Manufacturing Talent Gap While Addressing Needs of the Working Learner
The American Workforce: Our Hopes, Our Voice, Our Future
BackgroundNYS DOL Funding (1M)Westcott Community Center and Manufacturers Association of CNY12 month program Started 1/1/2010Collaboration!
Eligibility RequirementsUnemployed70% of lower living standardOnondaga County residentWilling and able to look for workRegistered for selective service
Training Leading to CertificationManufacturingConstructionOffice TechnologyAsbestos HandlingHealth Care
Q & AQuestions?
Tom HadlickWorkKeys CenterSyracuse Universitythhadlic@uc.syr.edu315-443-5241
Amy Claire HeitzmanSouthern Methodist University January 14, 2011
How do you?Assign value to a skill set that isnt yet quantitatively measured?
How do you communicate the capacities of a leader in the sector and in the community?
Need well documented; not yet so for how this development is communicate
AgendaBackgroundAbout the SMU programRole of university in nonprofit leadership education Nonprofit leader development w/in workforce development ChallengesSkill set measurement (internal and external needs)Creation of benchmarks/standards, i.e. a credentialAvenues for credentializationNext steps Q&A
SMU Nonprofit Leadership Certificate Program
Executive Directors, CEOs, C-level staff
Academic and fully rooted in the sector
Deep community need; study
Based in leadership competency model
Successes and Realizations 100% participant recommendation rate
Large/prominent organizations sent leadersMore than one leader per organization
Alumni recruitment via word of mouth
We love it, but Doing this to prove to my board [future board] that I know what Im doing
Sectors Changing Landscape Role of university in nonprofit leadership educationInterdisciplinary nature Capacity-building education = survival
Nonprofit leadership education as workforce development Sector is 10% of national workforce Demands on nonprofit services increasingSuccession planning needs
SMUs Challenges Skill set measurementInternal and external needCreation of benchmarks/standardsI.e. a credential; recognition in community
Assessment Tools Immediate evaluation of learning goalsExample
Focus groups of program graduates and nonprofit leaders (potential students)
Longitudinal study of program graduatesSurvey example
Immediate Evaluation Courtesy of Kirkpatrick's Evaluation Model
a lotsomea littlenonespecific highlights and/or suggested improvements?
Enjoyment: Did I enjoy the course?oooo
New knowledge and ideas: Did I learn what I needed to, and did I get some new ideas? oooo
Applying the learning: Will I use the information and ideas?oooo
Effect on results: Do I think that the ideas and information will improve my effectiveness and my results?oooo
Courtesy of Kirkpatrick's Evaluation Model
Focus Group Question Examples Tell us about your experience in the SMU program?
What did you like the most about the program?
What are the biggest problems facing the nonprofit sector in Dallas?
How have the skills honed in the program affected your work?
Whats missing from the program that could help you as a nonprofit leader?
Longitudinal Study Similar to focus group but over time
Impressions of program + perceptions about efficacy in current context
Reflections of past experiences in terms of what they know now
Three Options for Recognition Increase skill/capacity recognition through programmatic changes
Partner/align with external entity, e.g.American Fundraising CouncilNational Council Nonprofit Associations (TANO)Alliance for Nonprofit Management American Humanics Nonprofit Academic Center Council
New credential; Certified Nonprofit Leader (CNL)
Certified Nonprofit Leader What the CNL would represent Recognizable mark Skill set quantified
Opportunities for recertification
Alum network; deeper affiliation with SMU
Next Steps Gather data evaluations, focus groups, longitudinal study, survey other programs
Align content to benchmarks
Sustainable process for credentialization
What is higher educations role in the credentialization process?
At what point in post-secondary education pipeline does workforce development training need to be? (Where do we put our bucket?)
What impact do workforce development programs have on the eventual trajectory of the adult learner? Do these programs pave the way toward degree completion or continued schooling such as graduate degrees?
How can higher education act as hinge between employers and potential employees?
What does the University of Phoenix, or other for-profit institutions have that non-profit higher education doesnt? (And why should we care?)
The WorkKeys Center at Syracuse University is housed at University College. Its services revolve around the WorkKeys Skill Assessment System created by ACT in the 1990s. WorkKeys was created as an Entrance Exam for the workplace is response to employers need to get the right person in the right job the first time.**At University College, our niche in this model is the Career Readiness Certificate, the first rung on the ladder. We collaborate with CBOs in 13 different workforce development projects funded through a myriad of sources including HUD, Department of Education, OTDA, DOL, OASAS, and self pay. *We use online courseware to enable individuals to build skills*Traditionally, Continuing Education provides services to adults who have successfully navigated the secondary education and or higher education system and are seeking more education and training. In this model our (UCEs) bucket is at the end of the pipeline. *However, the pipeline is leaking badly, significantly reducing those who are in a position to benefit from our services*From National and State Bureau of Educational Statistics***Ever wonder why the market for your services is not larger?*While we in continuing education continue to target our marketing toward the relatively small percentage of the population who do make it
Business and Industry cannot afford to wait for education reform to catch up with the demand for high skill workers.
One sector of the economy that is launching its own education reform initiative is manufacturing. **In response to this overwhelming data, The National Association of Manufacturers decided on a course of action that would support long-term, systemic change to the development of the skills and competencies required by industry.
In March 2009, the NAM-endorsed Skills Certification system was launched to support the growing technical demands of the modern manufacturing workplace. The system maps to both career pathways across the manufacturing economy and to the educational pathways in postsecondary education. Contrary to popular opinion Manufacturing is not dead. As we enter the new decade, U.S. manufacturing is strong: if it were a country by itself, it would be the eighth largest economy in the world. At over $1.6 trillion, it is nearly 12% of the total U.S. GDP.*At the he