Work Readiness
Standards and Benchmarks
The Key to Differentiating America’s Workforce and
Regaining Global Competitiveness
02/07/13
Agenda
1. Overview of Work Readiness Standards and Benchmarks
2. Application of curriculum profiles in developing occupational
training programs aligned with employer demand for skills in
construction management
3. Application of work readiness standards for skill-based careers in
manufacturing
4. Development of a “fast track” program for Nursing Assistants that
focuses on both the development of foundational and occupational
specific skills
5. Q & A
2
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.
3
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.
4
Work Ready Skills
1) Foundational AND occupation specific
2) Vary in both importance and level for different occupations
3) Depend on the critical tasks identified via a job analysis or
occupational profile
5
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.
6
Task List for Accountant
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7
Prepare, examine, or analyze accounting records, financial statements, or other financial reports to assess
accuracy, completeness, and conformance to reporting and procedural standards.
Compute taxes owed and prepare tax returns, ensuring compliance with payment, reporting, or other tax
requirements.
Analyze business operations, trends, costs, revenues, financial commitments, and obligations, to project future
revenues and expenses or to provide advice.
Report to management regarding the finances of establishment.
Establish tables of accounts and assign entries to proper accounts.
Develop, maintain, and analyze budgets, preparing periodic reports that compare budgeted costs to actual
costs.
Develop, implement, modify, and document recordkeeping and accounting systems, making use of current
computer technology.
Prepare forms and manuals for accounting and bookkeeping personnel, and direct their work activities.
Survey operations to ascertain accounting needs and to recommend, develop, or maintain solutions to business
and financial problems.
Serve as bankruptcy trustees or business valuators.
Advise management about issues such as resource utilization, tax strategies, and the assumptions underlying
budget forecasts.
Provide internal and external auditing services for businesses or individuals.
Advise clients in areas such as compensation, employee health care benefits, the design of accounting or data
processing systems, or long-range tax or estate plans.
Investigate bankruptcies and other complex financial transactions and prepare reports summarizing the findings.
Represent clients before taxing authorities and provide support during litigation involving financial issues.
Appraise, evaluate, and inventory real property and equipment, recording information such as the description,
value, and location of property.
Maintain or examine the records of government agencies.
Task List for Welder
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Weld components in flat, vertical, or overhead positions.
Operate safety equipment and use safe work habits.
Lay out, position, align, and secure parts and assemblies prior to assembly, using straightedges, combination
squares, calipers, and rulers.
Examine workpieces for defects and measure workpieces with straightedges or templates to ensure
conformance with specifications.
Recognize, set up, and operate hand and power tools common to the welding trade, such as shielded metal arc
and gas metal arc welding equipment.
Weld separately or in combination, using aluminum, stainless steel, cast iron, and other alloys.
Clamp, hold, tack-weld, heat-bend, grind, or bolt component parts to obtain required configurations and
positions for welding.
Select and install torches, torch tips, filler rods, and flux, according to welding chart specifications or types and
thicknesses of metals.
Ignite torches or start power supplies and strike arcs by touching electrodes to metals being welded, completing
electrical circuits.
Connect and turn regulator valves to activate and adjust gas flow and pressure so that desired flames are
obtained.
Work Ready Standards and
Benchmarks
Skill Required
9
Accountants
Welder
Applied Mathematics
6
3
Reading for Information
5
4
Locating Information
5
4
Applied Technology
N/A
3
Writing
3
2
Listening
4
3
Teamwork
4
3
Observation
4
4
ACT® Work Ready Standards and Benchmarks for approximately
1,100 occupations can be found at:
http://profiles.keytrain.com/profile_search
The Role of Foundational Skills
for Work Readiness
10
For more information contact:
Hope Clark
Assistant Vice President, Workforce Research
hope.clark@act.org
11
Curriculum Profile
Kirkwood Construction Management Program
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
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?
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
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
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.
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
Foundational Skills
• It was through the identification of the appropriate job ready skills that we
were able to do an appropriate foundational analysis
WorkKeys
Skill
Skill Level
Range
Entry
Exit
Applied
Mathematics
3-7
3
5
Locating
Information
3-6
4
5
Workplace
Observation
1-5
2
3
Reading for
Information
3-7
4
6
Amy Lasack
Kirkwood Community College
amy.lasack@kirkwood.edu
319-398-5435
Aligning Training
Programs
with Real-Time
Jobs for almost
100 Years
Serving Minnesota & Upper Midwest
Established 1914 - 2014
DUNWOODY COLLEGE OF TECHNOLOGY FACTS
Type
Private, not-for-profit Technical College
Founded
Location
Alumni
1914 by William H. Dunwoody
Degrees
Associate of Applied Science, Bachelor of Science &
Certificate options
Minneapolis, MN
Has educated more than 250,000 men and women
Accreditation The Higher Leaning Commission & member of the
North Central Association of the HLC
DUNWOODY COLLEGE OF TECHNOLOGY
Credit College
Non credit
Applied Management
Workforce Training
Automotive
Continuing Education
Computer technology
Custom Training
Construction Science & Building Technology
Apprenticeship
Design and Graphics
Professional Development
Electrical
Accelerated Certificates
Health Science & Technology
HVAC Programs
Interior Design
Robotics & Manufacturing Technology
Applying Work Readiness Standards
for focused, skill-based careers in
the Manufacturing Industry of
Cutting and Sewing.
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
Define Skills Relating to Occupation
Several round table meetings with industry partners
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)
Define Skills Relating to Occupation
Surveyed 2013
wage rate willing to pay
Investigated student profile
Survey Results
Average Entry
Pay Rate
Pay Rate after
Training
$9.60
$13.60
U.S. Bureau of Labor Statistics
2010-2011
Estimated Industry Wage: 14.36
Define Skills Relating
to Occupation (Handout)
www.themakerscoalition.org
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
Work Readiness Standards Comparison
Reference: MN Workforce Center
Sewing & Production Specialist Student Demographics
Ethnicity
Highest Level of Education
22%
22%
6%
High School
Diploma
College Degree
17%
33%
Caucasian
Associate
Degree
11%
44%
22%
Hispanic
Asian
GED
6%
17%
Some College
Gender:
Age Range:
Employment:
Male 28%
19-60 Years
Employed: 67%
Female
72%
African
Average age 37 Unemployed: 33%
Average
Hr. Rate
$9.60
African
American
Questions?
Thank You!
RSN at South Central College
Dr. Nancy Genelin
Vice President of Academic Affairs
nancy.genein@southcental.edu
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.
Minnesota FastTRAC
Adult Career Pathway –
www.mnfasttrac.org
INTEGRATED
BASIC
EDUCATION
AND SKILLS
TRAINING
READINESS
INDUSTRYRECOGNIZED
CREDENTIAL
CAREER
AWARENESS
OCCUPATIONAL
PREP
INTEGRATED SUPPORT:
RESOURCES THAT MAKE IT
POSSIBLE FOR THE ADULT TO
SUCCESSFULLY COMPLETE THE
PROGRAM
Minnesota FastTRAC
Adult Career Pathway
ABE/SCC
INTEGRATED
INSTRUCTION
ABE
BRIDGE
PREP
POSTSECONDARY
CREDENTIAL
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
Bridge Prep Program Model
Target
Participants
Features
Beginning Basic Education
 CASAS: Reading 201-210; Math 201-210
 TABE: Reading 368-460 ; Math 314-441
Low/High Beginning ESL
 CASAS Reading 181 – 200
Other Characteristics:
 Desire to work.
 Little or no work experience.
 May require assistance securing stable employment or even income
supports before ready for a bridge program.
 Intentional focus on work content by embedding work skills in ABE/ESL
coursework.
 Demonstrated learning through simulations and practice of work skills.
 Intentional focus on cultural/soft skills needed to be successful in a
career path.
 Exposure to authentic work sites.
Bridge I Program Model
Suggested Characteristics
Target Participants
Low Intermediate Basic Education
 CASAS Reading 211-220; Math 211-220
 TABE Reading 461-517; Math 442-505
Low/High Intermediate ESL
 CASAS Reading 201-220
Other Characteristics:
 Some work experience.
 Desire to improve basic skills to advance to a better job.
 Need to gain awareness of occupational sector opportunities and
career pathway education and employment.
Features
 Basic reading (meaning), writing (sentences), speaking
(workplace vocabulary), and math (computation) taught in
context of a variety of occupational sectors.
 Exploration of industry-specific vocabulary and skills with
demonstration of learning through simulations.
 Build workplace communication and technology skills.
 Job placement or job retention assistance.
 Intentional soft skill training
Bridge II Program Model
Target
Participants
Required
Program
Elements
High Intermediate Basic Education
 CASAS Reading 221-235; Math 221-235
 TABE Reading 518 – 566; Math 506 – 565
High Intermediate ESL
 CASAS Reading 211 – 220
Other Characteristics:
 With or without HS diploma/GED.
 Some work history; demonstrated motivation; desire to enter target
occupational sector.
 Deemed “Employable” (for MFIP/Work Benefit participants) as indicated by
state screening tool: Employability Measures
 Declared interest to pursue postsecondary technical training or education
 Course(s) developed with partners, including employers and workforce
development
 Course(s) designed in partnership between ABE and MnSCU CTE
instructors
 Course(s) delivered by ABE
 Provides foundational skills in reading, writing and math within identified
occupational or sector context – National Career Readiness Credential Bronze level
 Introduces foundational concepts within a specific career pathway or
pathways
 Course(s) linked directly to Integrated Program
Bridge II Program Model
Features
 Basic reading (reading for information), writing (paragraphs), speaking
(presentations), math (pre-algebra), and computer applications (word
processing, spreadsheet, presentation software) taught in the context of an
occupational sector
 Training in industry-specific vocabulary and technical fundamentals taught
using workplace problems and tools and material from introductory collegelevel classes
 Learn success skills (education and employment), including note-taking,
study habits, time management, financial literacy, and test-taking
 Build digital literacy skills and readiness for online learning systems (D2L,
Learner Web, etc)
 Job shadowing and internships
Goals
 Provide higher level instruction in basic skills (reading, communication,
applied math) integrated with teaching of basic occupation-specific technical
skills
 Prepare for college occupational certificate and degree program
Integrated Instruction
Target
Participants
Required
Program
Elements
Low/High Adult Secondary Education
 CASAS Reading 236 – 246+ ; Math 236 – 246+
 TABE Reading 567 – 596+ ; Math 566 – 595+
Advanced ESL
 CASAS Reading 221 – 235
Accuplacer score for Career & Technical Education by completion of Integrated
course
Other Characteristics:
 HS diploma/GED complete or nearly complete.
 Some work history; readiness to take on independent learning required in
college level coursework.
 Completion of bridge program or demonstration of experience/knowledge of
occupational sector.
 Shared development of integrated course outcomes – CTE course outcomes
remain the same; ABE course outcomes developed to support successful
completion of CTE course outcomes
 Shared instruction – ABE and CTE instructors working together in the
classroom at least 50% of the time.
 Shared student –in both ABE and MnSCU systems
 Courses are in programs that build toward certificates, diplomas, and/or
degrees and lead to employment in high demand, high growth industries
 at least the first 6 credits in career pathway
 Integrated Instruction model used in introductory “gateway” courses that
embed in multiple certificate pathways
Integrated Instruction
Features
 Previewing and reinforcing skill concepts facilitated by ABE instructor
 Instructional support by ABE instructor during part of the skills training course
 Support with college and employment success skills, including technology,
study habits, time management, and communication
 Placement into career pathway employment; continued counseling for career
growth
 Training strategies should reflect the needs of both workers and employers; for
example, integrating high school completion with certificate, diploma or degree
coursework
Goals
 For program: Provide support in basic education (reading, communication,
applied math) and college success skills integrated with teaching of
occupation-specific technical skills
 For adult: Complete community college occupational certificate, diploma,
degree program; obtain employment
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
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.
FastTRAC 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.
FastTRAC 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.
FastTRAC 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.
FastTRAC 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.
FastTRAC 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.
South Central College
Outcomes
• 82 Started
• 76 Completed (92%)
• 31 Continued in Education Pathway (40% of
completers)
• 35 Employed (46% of completers)
Minnesota Outcomes 12/12
• FastTRAC Adult Career Pathway Program on 29
MnSCU campuses
• Sectors: Healthcare, Manufacturing, Business, Energy
and more
• Served over 1600 adults
• 88% received industry recognized credential or
earned credits toward credential
• 70% employed or continuing education
• Of those employed 61% still employed 6 mos.
Contact Information
• nancy.genelin@southcentral.edu
• judy.mortrude@state.mn.us
• Nola.speiser@state.mn.us
• www.mnfasttrac.org