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Developing a CBE Industry Partner Program Faculty Development Model - Competency-Based Education

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Workforce Linkages Flex-Paced Web IT Programs “This product was funded in part by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.” Developing a CBE Industry Partner Program CBE4CC Conference Denver Colorado, Omni Interloken Hotel June 4-6, 2015 Dave Siefert Sinclair Community College Co-Director, DOL TAACCCT 2 Grant www.sinclair.edu/online/accelerate/
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Workforce Linkages Flex-Paced Web IT Programs

“This product was funded in part by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”

Developing a CBE Industry Partner Program CBE4CC Conference Denver Colorado, Omni Interloken Hotel June 4-6, 2015 Dave Siefert

Sinclair Community College

Co-Director, DOL TAACCCT 2 Grant

www.sinclair.edu/online/accelerate/

Learn how Austin Community College and Sinclair Community College aligns employer-related regional stakeholders – and their needs, to competency-based education resulting in employers sustaining a high performing workforces. You will learn tools, tips and techniques as to what and how to: • know who your regional stakeholders are; • accurately determine employer’s workforce needs; • engage employers in a strategic partnership; and • to determine and map job’s to CBE.

This is an interactive session…

1. What is this about?

• $12 million dollar awarded Fall, 2012-2016

• Create a replicable model, processes, and tools to implement the

competency-based model

• Focus on Information Technology

• Consortium grant

– Texas: Austin Community College,

– Florida: Broward Community College,

– Ohio: Sinclair Community College,

– Western Governors University, consultant

– Mathematica, grant evaluator

• National Office – Sinclair Community College

Overview of Accelerate IT Adapting and Adopting Competency-based IT Instruction to Accelerate Learning for TAA-eligible and Adult Learners

TM

Student Experience

Curriculum

Workforce Delivery

Data Analytics

1. What is this about?

Agenda

1. What is this about – and, introductions? 2. What is the problem? 3. What is the solution? 4. What are the lessons learned? 5. What are the next steps?

6. “Flipping Facilitator” - Your turn! Be willing share at the end of session!

What 3 things did you learn and plan on implementing?

and, Why? * At any time questions not asked or answered , comments, suggestions – complete a Q/A card, and leave it on the table after the session.

1. What is this about?

TM

SELF ASSESSMENT

Take 2 minutes [!] to complete the self-assessment:

1. What are the characteristics of a successful educational program?

2. How successful are your educational programs? ____%

3. What is missing from your educational program not being more successful?

Please be willing to share and turn in after to received a consolidated report…

1. What is this about?

TM

Grant proposal research (secondary and State Standards) concluded that the industry is Information Technology, and the jobs are:

• Software Programmers

• Network Engineers

• Network Managers

2. What is the problem?

Demand (Employer)

Supply (Citizen)

From

Gap

Supply (Citizens

)

To

Demand (Employer)

Demand and Supply

CASE STUDY: What is the value of knowing and the implications of not knowing?

TM

3. What is the solution?

1.

Jobs • Employer-driven

needs

2. Learning

Opportunities

• Job-aligned unit-based CBE

3. Accelerated

Learning

• Precision, unit-based and personalized, learning

4.

Placement, Performance, and

Promotion

• Performance expectations and results

2. Aligned

Accelerated CBE Education/

Training Program

3. Accelerated

Learning

1. Employer-Driven

Job Needs High Performing Employee/Organization

Data Analytics

Precision Learning Program

Job Analysis

Student Experience

Accelerated and Variable Time

Accelerate CBE System

A. Focus on “KNOWING”

* Percentage (%) represent estimated likelihood of quality data – based upon the type of actions taken.

3. Events

2. Surveys

1. Reports

High Credibility Very Low Credibility

Secondary | Primary | Direct | Active | Combinatorial

Reacting to Needs Proactive Anticipating Needs

3. What is the solution?

D | A | C

4. Engagement

Events Relationships

B. Deploy a Stakeholder Collaborative

STAKEHOLDER

COLLABORATIVE

1.

Employers

3.

Industry-Based Recruiting Agencies

4.

Public Workforce Agencies

5.

Sinclair Internal Organization

2.

Community

Workforce & Economic

Development Organizations

6.

Academia

• KForce • Manpower • Robert Half • TEK-Systems

• Alumni Organization • Academic Division(s) • Career Services • Enrollment Services • Internship Office • Workforce Development • Veterans Office

• Technology First IT Trade Association •Chamber of Commerce’s • Dayton Economic Development Org. • Regional Econ. Dev. Organizations

• Job Center (Health & Family Services) • Ohio Means Jobs • Veterans Office • WIB Boards

• Accelerate IT Executive Strategic Partners Forum • Accelerate IT Executive Business & Industry Team • Employers

• Austin C.C. • Broward C.C. • Cinci State • Colin County C.C. • Western Governors

3. What is the solution?

AREA OF FOCUS

(95%)

Watch List

(50%)

AREA OF FOCUS

(95%)

Watch List

(50%)

Response Based

upon need (50%)

Reactive | Proactive | Anticipatory

Operational Strategic Strategic Plan Plan Operational Plan

Executive Management

Middle Management

Line Management Advisory Boards

Advisory Boards

Executive Business & Industry Forums

Focus Groups/Advisory Boards

TACTICAL STRATEGIC

* Percentage (%) represent estimated likelihood of quality data – based upon the type of actions taken.

C. Target and engage “customer” – employer (Stakeholder #1)

3. What is the solution?

Interview Employers

1. Conduct Industry Profile and LMI Data Review

4. Target Employers

5. Conduct B&I Executive Meeting

6. Produce Regional Industry Plans and Reports (Staffing and Incumbent Development Plans, and Workforce Trending, Disruptors and Opportunity

Reports)

9. Academic Department(s) Review, Plan, and Produce Education (Employer Advisory Board)

7. Strategic Partners Forum (Board) Review

3. Engage Stakeholder Collaborative

2

2. Strategic Partners Forum (Board) Review

8. Targeted Job Analysis Employer Focus Group

D. Deploy Strategic Partnership Framework

3. What is the solution?

Education & Training

MAPs 1. K,S,C,A 2. Modules 3. Learning Opp’s 4. Program 5. Syllabus

Knowledge Repository 1. Employers 2. Plans 3. Job Specs

Go to Phase

Example of Advanced Manufacturing Business & Industry Roundtable Workforce Analysis using adopted Accelerate IT Business & Industry Tools

1. Individual 2. Small group 3. Large Group

4. Follow-up

TM

• Customer-Centered

• Speak the language

• Empower the customer (employer)

• Fact –based

• Employer-defined jobs are blueprint

• Drives institutional effectiveness and efficiency

• An environment of precision, personalized and accelerated learning exist!

4. What are lessons learned?

TM

• Scale…

• Establish institutional ownership

• Drive repeatable continuously improving “system”

• Align to employers HR strategies and plans

5. What are the next steps?

TM

In closing . . .

More questions? Complete a Q/A Card.

Follow-up session - Sharing Secrets of Successful Industry Partnerships

6/4/2015

Austin Community College  Accelerated Programmer Training Program  

Purpose of ACC’s Accelerated Programmer Training (APT) Industry Partner Program  

•  Student  recrui+ng  magnet  

•  Employment  pipeline  

•  Enhanced  program  credibility  

•  Industry  review  of  CBE  

•  Public  approval  of  program  by  Industry  Partners  

•  Job  placement  of  graduates  

 

•  Industry  Partner  recruitment  •  Greater  Aus+n  Chamber  of  

Commerce  and  other  community  partners  

 •  Targeted  solicita+on-­‐  including  

consultant  

 

Structure of ACC’s Industry Partner Program  

•  Industry  Partner  advantages  

•  First  look  at  poten+al  job  candidates  1)  Secure,  anonymous  porIolio  viewing  (Career  

Services)  

2)  Virtual  Job  Fairs  

3)  Mock  interview  sessions  

Structure of ACC’s Industry Partner Program  

•  Industry  Partner  advantages  cont.  

•  Input  on  curriculum  1)  Industry  Review  Panels  confer  with  faculty  

designers  regarding  competencies  

•  Publicity  1)    Corporate  logo  is  placed  on  APT  website  as  a  live  link  to  corporate  website  (generally  HR/jobs  page)  for  students  to  view    

Structure of ACC’s Industry Partner Program  

•  “The  Ask”    

•  Consider  APT  graduates  for  employment    •  Op+onal  use  of  aptjobs.org  website    •  Op+on  to  par+cipate  in  industry  review  panels  

(with  faculty)  and  mock  interview  sessions  (with  students)  

 •  Use  of  corporate  logo(with  live  link  to  their  HR/

jobs  page)  on  our  website  

Structure of ACC’s Industry Partner Program  

•  Industry  Partners  are  NOT  interested  in  a  formal  arrangement  (i.e.  MOUs,  etc.)  

•  The  “pay  by  the  pelt”  compensa+on  structure  for  outreach  consultants  is  the  most  effec+ve  method  

•  Faculty  par+cipa+on  in  industry  review  panels  is  spoYy  unless  required  by  contract  

•  Involving  industry  partners  in  mock  interview  sessions  with  students  increased  their  overall  involvement  in  the  program  and  made  them  more  likely  to  hire  our  students  

 

Lessons Learned  

•  Students  (and  industry  partners)  are  hesitant  to  u+lize  the  porIolio  website  unless  there  is  a  compelling  reason    •  Lack  of  training  for  industry  partners  and  students  •  Need  porIolio  development  guidance  •  Need  job  scraping  so]ware  

 •  Students  who  par+cipate  in  the  career  services  process  

have  a  higher  success  rate  than  those  who  do  not  

•  Some  industry  partners  do  not  care  about  specific  creden+als  (cer+ficates)  as  much  as  they  care  about  grades.  

 

Lessons Learned (continued)  

•  Industry  review  panels  should  be  mandatory  for  all  courses    

•  Industry  partner  surveys  about  areas  of  interest  are  helpful  

 •  Aus+n  Technology  Council  –  no  formal  rela+onship  

 

Lessons Learned (continued)  

•  Process  designed  to  populate  the  aptjobs.org  individual  student  pages  

APT’s Career Services Program (for students)  

•  APT  Career  Services  web  page  contains  advice,  links,  and  videos  about:  

 •  Resumes  •  Customized  cover  leYers  •  Personal  branding  including  social  media,  LinkedIn,  etc.  

•  Targeted  networking  •  Improving  interviewing  skills  •  Follow-­‐up  

APT’s Career Services Program (for students)  

•  Collabora+on  with  Workforce  Solu+ons-­‐  Capital  Area  to  provide  resume  wri+ng  and  interview  classes  

 •  Mock  interview  sessions  for  near  graduates  

1)  Actual  hiring  agents  from  our  industry  partners  provide  feedback  2)  Students  meet  with  2-­‐3  different  companies  3)  Hiring  students  not  permiYed  at  these  sessions,  but  companies  may  contact  the  students  a]erwards  through  aptjobs.org  site  

 

APT’s Career Services Program (for students)  

•  APT  currently  has  over  130  Industry  Partners  and  is  s+ll  recrui+ng  

 •  90%  of  APT  students  

gradua+ng  in  December  2014  looking  for  work  had  job  offers  by  the  first  week  of  January  

 

Results  

“The best parts about APT are moving at your own pace and hands-on assignments. I found

my job (as a developer) through ACC Services.”

- Benjamin (Fall 2014 APT Graduate)

Department  of  Labor  Disclaimer:  This  product  was  100%  funded  by  a  2.1  million  dollar  grant  awarded  by  the  U.S.  Department  of  Labor’s  Employment  and  Training  Administra+on.  The  product  was  created  by  the  grantee  and  does  not  necessarily  reflect  the  official  posi+on  of  the  U.S.  Department  of  Labor.  The  Department  of  Labor  makes  no  guarantees,  warran+es,  or  assurances  of  any  kind,  express  or  implied,  with  respect  to  such  informa+on,  including  any  informa+on  on  linked  sites  and  including,  but  not  limited  to,  accuracy  of  the  informa+on  or  its  completeness,  +meliness,  usefulness,  adequacy,  con+nued  availability,  or  ownership.    


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