This document summarizes a presentation about developing an industry partner program for competency-based education (CBE) programs. It discusses aligning CBE curriculum with regional employer needs through stakeholder engagement. Austin Community College's accelerated programmer training program is used as a case study. The program recruits industry partners to provide student recruitment, employment opportunities, curriculum input, and program validation. Partners receive early access to job candidates and input on curriculum in exchange for considering graduates and program publicity. Lessons learned include the importance of faculty involvement, compensation structures for outreach, and engaging partners in mock interviews.

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Developing a CBE Industry Partner Program
CBE4CC Conference
Denver Colorado, Omni Interloken Hotel
June 4-6, 2015
Dave Siefert
Sinclair Community College
Co-Director,DOLTAACCCT 2 Grant
www.sinclair.edu/online/accelerate/

2. 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?

3. • $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?

4. 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?

5. 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?

6. 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
G
a
p
Supply
(Citizens
)
To
Demand
(Employer)
Demand and Supply
CASE STUDY: What is the value of knowing and the implications of not knowing?

7. 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 NeedsHigh Performing
Employee/Organization
Data Analytics
Precision Learning Program
Job Analysis
Student
Experience
Accelerated and Variable Time
Accelerate CBE System

8. 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 CredibilityVery 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

9. NewPage
Over 200 stakeholder contacts - Demand, Supply and both…
3.What is the solution?

10. 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?

11. 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?

12. 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

13. 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

14. 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?

15. TM
• Scale…
• Establish institutional ownership
• Drive repeatable continuously improving “system”
• Align to employers HR strategies and plans
5. What are the next steps?

16. TM
In closing . . .
More questions? Complete a Q/A Card.
Follow-up session - Sharing Secrets of
Successful Industry Partnerships

17. 6/4/2015
Austin Community College
Accelerated Programmer Training Program

18. 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

19. • 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

20. • 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

21. • 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

23. • “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

24. • 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

25. • 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)

26. • 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)

27. • Process
designed
to
populate
the
aptjobs.org
individual
student
pages
APT’s Career Services Program
(for students)

28. • 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)

29. • 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)

30. • 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

31. “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.