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WIOA Michigan Credentials to Workplace Skills
- 1. Credentials What is the new “normal” in workforce credentials?
- 2. Goals: 1. Paint a picture of how a credentialing system functions to add value for students, workers, employers and other stakeholders; and 2. Identify actionable opportunities for:(1) identifying innovations underway that can serve as the building blocks for improved match between what we are offering and workforce needs and also (2) priorities for changes that can be set in motion within our own business practices
- 3. • Educational diplomas, degrees and certificates • Professional and industry certifications • Apprenticeship certificates • Digital badges and other micro-credentials • Licenses • New forms likely to be invented What Do We Mean by “Credentials”?
- 4. • The U.S. credentialing marketplace has developed over many decades into a complex, loosely linked collection of education and training providers, personnel certification bodies, accreditation organizations and federal/state regulatory agencies and boards. • We now have a highly fragmented patchwork that presents major challenges for employers, students, workers and government funders attempting to compare and evaluate the major features and overall quality and value of different credentials. Complexity of the Problem Confusing and Competing Credentials
- 5. Why Do We Need Connected Credentials?
- 6. Connected Credentials Create On and Off Ramps for Learners in the Journey Post-Secondary Education and Careers
- 7. • 76 percent of CEOs of companies in the Inc. 5000 say finding qualified people is a major concern for their companies. • In a survey of 126 CEOs of major U.S. companies conducted by the Business Roundtable and Change the Equation, 97 percent of respondents cited the skills gap as a problem, and 62 percent reported trouble finding applicants for jobs requiring information technology and advanced computer knowledge Finding and retaining people with the skills they need. Employers Frustration
- 8. • Degrees are not always valuable in a particular “job” • Certificates are often short-term • Increasing use of smaller credentials to meet “just in time” skill training Looking Ahead What Matters • Concentrating on NOT creating dead end credentials and trapping people in employment silos. • Using credentials to help to connect K-12, higher education, industry training to workforce pathways
- 9. Questions?
- 10. Employer Decision-Making In Credentials How Can Digital Badges Help a Company With Talent Management?
- 11. Remember…Grades and paper certificates are Symbols with Implicit Meaning One viewpoint is that certifications primarily function is to filter candidates out of positions or advancements, digital badges exist to help candidates compete by showcasing their strengths.
- 12. What is a Digital Badge?
- 13. 38% of organizations use or plan to use digital badging in the future. 81% will maintain or increase their use of badges in the future.
- 14. Employer must have access to a database of badged specialists Badged candidates must have visibility into employment opportunity Seamless connection as a result of technology Digital badging can connect employers to job seekers.
- 15. What’s the Difference •Are easily understandable •Assure quality •Up to date •Be interconnected •Enable comparisons. Digital Badges Capture Competency in Different Ways Digital badges can be used by anyone to instantly display the skills and competencies they have acquired from training or professional development opportunities.
- 16. Common Uses for Digital Badges
- 17. The Values of Digital Badging
- 18. Concerned about the Validity of a Badge? Verified by: • Technical Standards concerning Meta Data • Displays the identified competencies of the badge
- 19. Digging Deeper into Badge Metadata
- 20. CCCS Badge Anatomy This badge validates that an individual has the skills and knowledge to successfully complete process planning, basic drilling applications, machine set ups, operations, inspection techniques and safety standards. • Demonstrate safe and proper use of cutting tool assembly , tool selection, process planning and setup to include: machine configuration, selection, operation sequencing, and work-holding concepts/devises, aligning cutters to center bunch, mounting stops, movable vise-jaw adjustment. • Effectively use machining applications of counter-boring, countersinking, drilling, reaming and tapping applying correct operations such as deburring and part loading (vise/fixture). • Demonstrated ability to interpret block tolerances, line types/conventions, orthographic projection, surface finish requirements, and title blocks /revisions. • Use geometrical dimensions and tolerancing feature control frame, control symbols, tolerancing categories, characteristics in inspections to ensure compliance to block tolerances, line types and conventions, orthographic projection surface finish requirements and title block and revisions. • Link to the NIMS Credentialing site
- 21. Badges Help Anyone Standout From a Crowd Use Competencies which Employers Understand
- 22. Where in the World are Digital Badges?
- 25. Real World Examples IBM Started with external Badges for industry recognized IT skills Quickly realized the value added for talent management, now is internally badging their employees Bank of America Understood hiring by competency Need for internal recognition of competency identification Internally badging all their current HR professionals Prepared to now handle applicants digital badgesFossil • Started with external badges for mentoring students in design • Quickly realized the value added for talent management, now is internally badging their employees mentoring students • Using digital badges in leadership development Microsoft • Started with external badges for IT skills • Using digital badges for IT certifications due to ability to verify credentials
- 26. How Did We Start? Sector Summits
- 27. In Colorado--Why Badges? Why Now? Demands Industry Manufacturing Sector Shortage of qualified workers =15,000 per year May 2015 Executive Branch of Colorado state government requested alternative credentials Solution Identified Competencies that are Learner Focused, Community Centered and Industry Driven in the form of Digital Badges Transparency of learning Competencies at a granular level Link what knowledge to what a badge earner “can do” Portability Follows the learner through a life long learning pathway Data can be verified and certified by badge consumer
- 28. Issuing Badges • Access the badge Badge • Review the meta data Meta data • Compile the meta data Competencies • Transcript PLA • Identify granular Competencies Competencies • Identify how to measure Mastery Assessments • Compile the meta data Meta data • Issue digital credential Badges Receiving Badges E C O S Y S T E M
- 29. CCCS Workforce Targeted Badges Industry driven badge competencies: Machining, Engineering Graphics, Faculty Development, Technical Math WWW.CCCS.EDU/BADGES
- 30. Connecting Credential Competencies in Advanced Manufacturing
- 31. Department of Treasury, Machinist: Set up and operate machines for machining pieces at unusual or compound angles. Determine proper gear train and gear ratios to produce specific pitch, lead, and pitch diameter for various standard and nonstandard screw threads, making the necessary computations for differential, compound and angular indexing. Can Badges = Jobs?Barber-Nichols Inc., CNC Lathe Machinist/Programmer: Programming and use of CNC equipment. • Demonstrate safe/proper setup/use of: boring soft jaws or collet, machine controls, mounting work holding devices, program verification (dry run), setting geometry offset for center cutting tools, setting XZ geometry offsets. • Accurate selection of cutter applications/features/attributes to manufacturer’s technical data references. • Effective operations of: deburring, fixture/geometry offset adjustments, machine controls/startup/shutdown/warmup, part loading(vise/fixture) tool height offset adjustments. • Inspection/verification of: feature with/out size, runout, surface finish, and total runout. • Executing applications of: facing, OD turning. • Effective process planning, to include: machine configuration/selection, operation sequencing and work-holding concepts/devises. • Accurate programming of: cutter radius compensation, developing and interpret setup sheets, fixture offsets, motion commands, plotting coordinates, program structure/formats, code memory, rectangular coordinate system, and selecting program zero. • Link to the NIMS Credentialing site
- 32. CC BY and Attribution This Workforce Solution, ”Digital Badges and CCCS” presentation by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at Colorado Community College System This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution 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.
Editor's Notes
- Informing Employer Decision-Making about Credentials Credentials in this context is a umbrella term that includes a documented award by a responsible and authorized body that has determined that an individual has achieved specific learning outcomes relative to a given standard. C
- A broad term encompassing the connections and relationships between and among credentials- be they lateral, latticed, nested, or stacked. Created connections to purpose and value in multiple contexts and connections to opportunities for credential learners How do we give meaning to: Mid-career military veterans who need to apply their skills in the civilian labor force. Dislocated workers who already have valuable experience, skills and capabilities they can use to build new careers. Those who have acquired nontraditional forms of education, such as apprenticeships and experiential learning. Former college students who need a way to aggregate old credits with new ones to earn a credential. People with degrees and certificates who need to refresh or expand their knowledge and skills.
- There is a fundamental communication gap where employers aren’t sure what credentials include and students aren’t equipped to clearly express their competencies base on their credential, if they have earned one.
- What’s the Problem: How do we give meaning to: Mid-career military veterans who need to apply their skills in the civilian labor force. Dislocated workers who already have valuable experience, skills and capabilities they can use to build new careers. Those who have acquired nontraditional forms of education, such as apprenticeships and experiential learning. Former college students who need a way to aggregate old credits with new ones to earn a credential. People with degrees and certificates who need to refresh or expand their knowledge and skills. As the value of credentials grows, the prospects for those who lack them are increasingly grim. In 1979, 7 percent of young adults with only a high school diploma lived in poverty; today it is 22 percent.2 In 1973, only 28 percent of all jobs in the U.S. economy required some form of postsecondary degree or other credential.3 By 2020, labor economists predict that 65 percent of jobs will require postsecondary education, which is one reason Lumina Foundation set a goal of increasing quality postsecondary attainment to 60 percent by 2025.4 In 2012, wages among certificate holders averaged $3,433 per month, about 10 percent higher than the $3,110 earned by non-holders. Wages were higher still among credential holders who also had obtained a certification or license – $3,920 per month on average.5
- Badges … Visual representations of achievements, learning, skills, competencies
- In education, symbols are used to represent what people learn and master. They can be certificates or degrees to show mastery of specific disciplines They can be awards or exclusive memberships in organizations The meaning is implied, digital badges can be used by professionals to instantly display the skills and competencies they have acquired from training or professional development opportunities. One viewpoint is that certifications primarily function is to filter candidates out of positions or advancements, digital badges exist to help candidates compete by showcasing their strengths. Because digital badges enhance an employee’s traditional credentials, they are often referred to as “stackable credentials.” These stackable credentials particularly help as they demonstrate the employees’ competencies that that their employers value most. Certifications are typically reported on a pass/fail basis, so there is little indication as to which skills they have mastered and which they have not. For example, a job seeker who just barely passed their phlebotomist certification may be perfectly competent to handle hazardous waste items, but have trouble handling sensitive patient information. This job seeker may pass the certification exam, but then become a liability to an employer.
- Are easily understandable. All postsecondary credentials – from badges to degrees and beyond – should be based on competencies, making them easier to understand and use by students, employers, educators and workforce agencies. Assure quality. Users must be able to rely on the quality of credentials, including their accuracy in representing the competencies possessed by a credential holder. Up to date. Credentials should be continually updated and validated to ensure they stay relevant to employer needs. Be interconnected. All students should understand how credentials connect and be able to see several pathways to increase career and economic mobility. Users also must be able to combine credentials to fit their needs and inform their education-career planning, including job transitions. Enable comparisons. Stakeholders must be able to compare the value of various credentials and determine which credential best fits their needs.
- Standards are emerging to make badges more relevant for the receiver of the badge and the employer who wants to know what specific skills a prospective employee has
- One advantage to badges over a traditional college transcript or degree is that rather than having just implicit meaning, digital badges have EXPLICIT meaning If you are uncertain of the value of the badge you can find out the: Criteria Context AND the evidence of learning that has occurred Because digital badges enhance an employee’s traditional credentials, they are often referred to as “stackable credentials.” These stackable credentials particularly help as they demonstrate the employees’ competencies that that their employers value most. Certifications are typically reported on a pass/fail basis, so there is little indication as to which skills they have mastered and which they have not. For example, a job seeker who just barely passed their phlebotomist certification may be perfectly competent to handle hazardous waste items, but have trouble handling sensitive patient information. This job seeker may pass the certification exam, but then become a liability to an employer.
- Badges help anyone standout from a crowd. Examples of badges based on mastery of skills Certifications – industry or national Validation –validating completion of IT trainings Commemorate – Smithsonian badges unique programs/activities Business and industry were not saying our programs didn’t fit their needs, but that it was difficulty to differentiate between workers, and what could people actually do on the job floor. What it came down to was developing a credential (digital badges) which helped make skills transparent in a way a course, certificate or degree cannot.
- 14 regional summits, industry and business leaders talked about workforce skills, pathways within their industries, insisted on competency based/industry badges credentials and wanted the competency based/industry based credentials backward designed into our programs.
- An fortunate set of circumstances TAACCCT grants Colorado Workforce asked for other types of credentialing Colorado Industry demanded shorter turnaround training An unfortunate set of circumstances A K-12 system had a failed digital badge pilot in and a K-12 school system implement badges 2014-2015 wanting them to articulate up to the community colleges. CCCS committed to developing a digital badge program that would allow us to address the learning needs of a broader audience, but this initiative was an unfunded in initative. We had to think creatively about how to fund the resources needed to build a system wide digital badge program which interacted the 13 “separate but equal” colleges The pilot program was a non-credit professional development program that unbundled on-demand and competency based. As a community we have agreed that digital badges should be: Industry Driven Community Centered Learner Focused Agree that every badge issued or accepted is tied to: specific standards/or competency, have a formal assessment or evaluation of competency evidence of micro-learning.
- Ecosystem of Digital Badges Two processes for developing and using badges Issuing badges Who is the audience? Accepting badges What do they represent?
- Technical Math has 23 badges, 6 Mastery and 17 Expert badges driven by our Advanced Manufacturing students didn’t know math, even though the students all took Math 108-Technical math. Digging deeper with business leaders was that students couldn’t perform math skills within an advanced manufacturing environment. We created a Technical Math for Industry MOOC, contextualized math for advanced manufacturing with content, problems associated within the advanced manufacturing sector and assessments. We then digital badges each of the granular competencies. We found not only our CCCS students signing up for the free MOOC but manufacturers were sending their employees to reskills or upskill their employees in discrete math skills, earning the badges and using the badges within their companies to better utilized their workforce. Machining badges were developed based on the National Institute of Metalworking Skills standards and backward designed into our existing Advanced Manufacturing programs. Students earn these badges by passing one or more of the 11 NIMS Machining Level 1 credential tests. The digital badge competencies were backward designed into one or more of our Ad. Manufacturing courses so students had multiple ways to earn the badge. Engineering graphics badges were first designed with our 4 year partner Metropolitan State University within their BS in Engineering Technology department. Competencies and badges were developed by MSU’s business advisory board in collaboration with MSU faculty. The badge competencies were then backwards designed into CCCS’ 2 year Engineering Graphics programs. What resulted was 7 MSU badges and 3 MSU badges backward designed to CCCS programs and 6 unique CCCS engineering graphics digital badges for system use. We are currently developing Faculty Development badges for blended and online learning to be deployed Aug. 1 and also a co-branded badge with CAEL, Council of Adult and Experiential Learning for badging faculty who have Mastered Prior Learning Assessment Portfolio evaluations.
- Connecting Credential Competency Framework Adv. Manuf. 6 badges in Manual machining certificate, 4 additional badges in CAD/CAM certificate, all 11 badges in the AAS Precision Machining Technology which then can be articulated to MSU BS Engineering Technology
- Can Badges equal jobs…..here are some examples of how
- CC BY and Attribution This Workforce Solution, ” Redesigning Developmental Education” presentation by Bitsy Cohn is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-coetc/ This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution 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.