The Career Readiness Certificate - e
Transcription
The Career Readiness Certificate - e
The Career Readiness Certificate State Strategies Toward a Common Goal Kentucky Louisiana Virginia Indiana For more information contact Barbara Bolin at: barbara.bolin@governor.virginia.gov Or visit the website at: www.crc.virginia.gov The Career Readiness Certificate—An Idea Whose Time Has Come! Employers know that the costs of hiring, training, and retention significantly affect their bottom line. For an employer who may be contemplating moving his/her business to a new state or expanding an existing company, the skill level of the available workforce is often a deciding factor. Hiring for entry-level positions is particularly difficult because the applicant often has little or no work history, and presents with only a brief resume and an educational credential such as a high school diploma or a two- or four- year degree. While these credentials are beneficial they do not always give a clear indication of the skills that the applicant possesses. Experts know that by 2010, more than 80% of all jobs will require skill levels beyond those gained in high school. Almost all workers will need training and education at the postsecondary level. In the United States, most training is done on the job, and all indications are that this situation will not change in the coming decades. What employers need therefore, are employees who are trainable, and who can benefit from the many opportunities afforded them for skill enhancement. Over the last twenty years, employers have become disillusioned with both the trainability of high school and college graduates, and with their associated work ethic. The second issue and its solution are, for the most part, societal concerns. The trainability issue though is one that many states have embraced and have set out to address through the development of a portable skills credential. This publication has been produced to tell the story of the development of a portable skills credential in four states—Kentucky, Louisiana, Virginia, and Indiana. The approach has been different in each of these states but the end result is the same. Each credential uses WorkKeys® as the language for skills definition, each state uses the same three assessments, and the same skill levels to define workplace literacy. The Career Readiness Certificate Consortium (CRCC) hopes that readers in other states will find inspiration, practical, and helpful suggestions in this publication as they begin their own journey to deployment of a portable skills credential. The CRCC is indebted to Dr. Lisa Vosper (LA), Dr. Barbara Bolin (VA), Dr. Keith Byrd (KY), and Brett Wineinger (IN) for their hard work in producing this monograph. The Consortium is also grateful for the assistance provided by Dr. Dean Brown and Ms. Judy Means of ACT, Inc., for their most practical help in editing and printing the volume. And last but by no means least, the CRCC is sincerely grateful for the vision and leadership of Gov. Mark Warner (D-VA). We are where we are because of his understanding of the economic benefits of a regional, portable skills credential. We appreciate his willingness to allow his Special Advisor for Workforce Development, Barbara Bolin to dedicate a great deal of her time to the development and work of the Consortium. May 10, 2005 KENTUCKY EMPLOYABILITY CERTIFICATE (KEC) I. CONTEXT a. Background There is a not so subtle shift occurring in what businesses seek by way of employability credentials and how progressive academic institutions and workforce training providers are responding to this opportunity. Businesses are seeking individuals who have documented skills necessary to do the work required in a high-performance workplace setting and who can be projected to have the ability to acquire additional skills through on-the-job training. In 1999, the Kentucky Chamber of Commerce sponsored a Leadership Summit attended by CEO’s of major corporations throughout the Commonwealth. This summit brought these leaders together to address the workforce needs of Kentucky. One of the primary recommendations of this group was to create an employability certificate with an assessment tool that could be used by both industry and education. In response to this recommendation by Kentucky’s business community, Kentucky Community and Technical College System (KCTCS), Kentucky Adult Education, Kentucky Workforce Investment Board, and the Commonwealth’s Department for Workforce Development (now part of Kentucky Education Cabinet) developed the Kentucky Employability Certificate (KEC) using ACT’s WorkKeys System. Kentucky was one of the first states in the nation to implement a statewide employability certificate that connects the goal of all Kentucky stakeholders to advance the state’s workforce development interest. The Kentucky Employability Certificate was created to: • Provide skill-based credentials to Kentucky citizens to help them secure employment • Provide employers with workers that have documented skills proficiencies • Create a pool of certified applicants that employers can hire with confidence The vision for the Kentucky Employability Certificate would allow: • Kentucky employers recognize the KEC as a meaningful credential and have confidence in the skills that credential holders possess • Kentucky citizens recognize the value of the KEC in terms of making them more employable and documenting their skills to employers • Public agencies develop a “pool” of certified workers The Kentucky Council on Postsecondary Education (CPE) will approve the 20052010 new public agenda in July 2005. As part of this plan, CPE has placed a high importance on measuring the number of Kentuckians achieving certificates such as the Kentucky Employability Certificate. Once the plan is approved, action 1 items will be developed to address those areas. The CPE agenda will guide the work of the entire adult and postsecondary education system for Kentucky. b. Implementation timeline • November 1999 The Leadership Summit sponsored by the Kentucky Chamber of Commerce set a goal to develop an employability certificate, as well as a common language and common metric for business and education. • January 2000 Under the leadership and vision of the Cabinet for Workforce Development (CWD) and the Kentucky Community and Technical College System (KCTCS), these sponsoring agencies began partnering to implement the WorkKeys System by ACT, Inc. on a statewide basis in order to achieve the following goals: Institutionalize a common language and common metric that identifies workplace skills among public sector partners and the business community, Use a common assessment tool that is based upon the SCANS competencies, Identify skill gaps occurring in today’s workforce, Provide targeted instruction to address skill gaps, and Develop linkages and pathways from secondary to postsecondary and adult education (as well as work and life long learning) • Fall 2000 Empower Kentucky provided funding to support six local interagency pilot projects that would implement WorkKeys to meet the needs of the pilot communities, including delivery of the WIN curricula for targeted instruction. The Kentucky Department of Education became a partner in the initiatives. • Kentucky Legislative Session 2000 Senate Bill 1 (Adult Education Reform) passed and called for a statewide competency-based certification for workplace skills. • December 2000 The Kentucky Manufacturing Skills Standards (KMSS) Certificate was officially rolled out. As part of a comprehensive system, the Kentucky Employability Certificate would complement the KMSS, especially for the certification for the non-manufacturing sectors. 2 • 2001 The Kentucky Workforce Investment Board (KWIB) endorsed the KEC and the use of its logo as a primary sponsor (in addition to ACT). This endorsement by the KWIB represents the broad interests of business and public partners in education, government, and economic and workforce development. Kentucky Adult education created KYVAE.org for adult learners including curricula aligned to WorkKeys. • 2001-2002 KCTCS deployed the WorkKeys System, including job profiling, for all of its occupational technical programs. KCTCS students were pre and post tested using the WorkKeys assessments to document foundational skills proficiency in their program area. KCTCS and CWD staff conducted workshops and training sessions for each of the local Workforce Investment Board’s comprehensive One Stop Centers. The training sessions were designed to provide all One Stop partners with an understanding of the WorkKeys System and the KEC. The Council on Postsecondary Education endorsed the KEC. • January 2003 The first 1,200 KECs were issued to individuals in Owensboro through the Skills, Inc. and Owensboro Community and Technical College partnership. • May 2003 The statewide kickoff for the Kentucky Employability Certificate was held in Owensboro on May 5, 2003. The kickoff featured two Owensboro companies, Unilever and Owensboro Mercy Health System. • September 2003 The Kentucky Adult Education, Council on Postsecondary Education funded ten projects designed to develop local partnership among public sector partners to engage business and industry support for the KEC. Each project was funded for $70,000. Workforce Investment Act (WIA) Incentive Funds were targeted to leverage additional resources to develop and promote industry based credentials, including the KEC and KMSS. 3 • October 2003 KCTCS established a position to coordinate the KEC initiatives and Perkins Profiling Project. This position focused on integrating KCTCS activities with business and industry as well as public agency partners. • April 2004 Based upon occupational program profiles results for 72 KCTCS programs, the first KEC Occupational Specific Certificates were issued to graduating students . • January 2005 KCTCS was a Bellwether Award finalist for the KEC. c. KEC sponsors and endorsers Primary Sponsors: Kentucky Workforce Investment Board (KWIB) ACT, Inc. Endorsers: Kentucky Community and Technical College System (KCTCS) Education Cabinet Kentucky Adult Education Kentucky Chamber of Commerce Kentucky Society for Human Resource Management (SHRM) Council on Postsecondary Education (CPE) Associated Industries of Kentucky Bluegrass Chapter of the Society for Human Resource Management Kentucky State District Council of Carpenters Kentucky Industrial Development Council II. APPROACH AND IMPLEMENTATION a. What is the CRC in your state? The KEC provides skill based credentials to Kentucky citizens to help them secure employment, provides employers with workers who have documented skills proficiencies, and creates a pool of certified applicants employers can hire with confidence. The Kentucky Employability Certificate (KEC) is a portable credential which documents an individual’s skill level in Applied Math, Locating Information and Reading for Information. An individual may be eligible for one of three levels of certification: 4 • Silver Level Certificate which qualifies an individual for 50% of the current jobs contained the ACT profile database. To obtain the Silver Certificate the applicant must score at a Level 4 on all three skill areas. See Attachment 1 for detailed information on skill levels. • Gold Level Certificate which qualifies an individual for 80% of the current jobs contained in the ACT profile database. To obtain the Gold Certificate the applicant must score at a Level 5 on all three skill areas. See Attachment 2 for detailed information on skill levels. • KCTCS Occupational Specific Certificate which is based upon occupational profiles for each program area by KCTCS. Skill areas and levels vary for each individual program. The KEC Occupational Specific Certificate is awarded in addition to the graduating student’s degree or diploma and is based upon results for over 190 profiles in 72 occupational areas. See Attachment 3 for the Occupational Specific Profile Matrix. The choice to structure the KEC along three levels instead of just one reflects a need to reach as diverse a population as possible. Kentucky is committed to expanding the use of WorkKeys system and the KEC to as many constituencies as possible—high school students, adult education students, one-stop centers, post secondary students, incumbent workers and the business community. The use of a tiered system allows individuals to make incremental gains and be recognized for it. b. Approach to launching the KEC Statewide Training Sessions The initial implementation strategy for implementing the KEC focused on building the infrastructure to support this initiative throughout the Commonwealth. Before the KEC was formally launched, a series of training sessions were held with each of the partners to develop an understanding of the KEC as well as the WorkKeys system. Over twenty training sessions were conducted for the field staff of the state level partners as well as those agencies included in the One Stop Career Centers. These sessions focused on: • Background – Why are we doing this? • What is the skills gap issue? • What is the WorkKeys® system? • What is the Kentucky Employability Certificate? • What are the roles of state and local partners? • Next Steps – Where do we go from here? KEC Pilot Projects Concurrently, Empower Kentucky, KCTCS and the Workforce Development Cabinet launched a series of pilots to “field test” the KEC. These pilots were conducted to determine the level of interest of employers and job seekers, begin developing local partnerships with public and private agencies, and “test” the process. The project 5 received $400,000 in Empower KY funds for seven local pilots and had 1,500+ participants. The partners included: • Cabinet for Workforce Development • Adult Education • KCTCS • One Stops • Community Based Organizations • Job Corps • Business & Industry (see Attachment 7 ) Third-party evaluations for the project stated that the greatest benefit of the projects was strengthening the relationships among the public partners. It also recommended that the public partner staff receive training to understand the “business perspective” when introducing WorkKeys Introduction of the KEC The state-level partners identified a team who traveled throughout the Commonwealth as guest speakers to introduce business and industry to the KEC and the WorkKeys system. Presentations were made to all Society for Human Resources Managers (SHRM) KY chapters, chambers of commerce, economic development groups and business organizations. III. ADMINISTRATION AND OPERATIONS a. Operational information The KEC is signed by the Governor of the Commonwealth of Kentucky and the Chair of the Kentucky Workforce Investment Board, representing both the public and private sectors’ interests. KCTCS serves as the issuing entity for all participating agencies. This process ensures the integrity of the credential and its dissemination process, and provides uniform, consistent credentialing standards. The process for issuing the KECs was designed to accommodate each individual partner’s unique circumstances. Individual instructions for the general public, Adult Education and KCTCS are included in Attachments 4, 5 and 6. There are several options for paying for the KEC: 1. Career Seekers a. Individuals can go to a KCTCS college or a One Stop Career Center to take the WorkKeys assessments, apply for the KEC and assume the cost of the assessments and KEC. 2. Adult Education a. Individuals who qualify for services through Kentucky Adult Education receive the WorkKeys assessments and the KEC at no cost. Kentucky 6 Adult Education has a pre-paid account with ACT for the WorkKeys assessments and KCTCS for issuing the KEC. 3. KCTCS Students in Occupational & Technical Programs a. KCTCS students enrolled in occupational and technical programs receive the WorkKeys assessments and the KEC at no cost. Each KCTCS college has written the KEC into their Perkins Plan and the cost of the assessment is budgeted on an annual basis. 4. One Stop Career Centers a. Several One Stop Career Centers throughout the Commonwealth offer the WorkKeys assessments and KEC to qualifying individuals at no cost. 5. Workforce Initiatives a. Through partnerships with other public agencies and the KCTCS Career Pathways initiative, qualifying individuals receive the WorkKeys assessments and KEC at no cost. b. KEC communications strategies Due to funding constraints, Kentucky has not developed a formal marketing plan for the KEC. Through collaboration with public and private partners, such as local chambers of commerce and economic development agencies, the founding state level partners have encouraged local partnerships to promote the KEC. Relying on collaboration among state-level partners, field staff located throughout the state have recruited other partners to develop local plans. The first and most successful partnership is in Owensboro, Kentucky. Owensboro created this model because of a 37% literacy rate, the need for a trained workforce and the commitment to education by local leaders. This has become the model program and other communities throughout the Commonwealth are emulating the Owensboro program. The Owensboro partners and their roles include: • • • Owensboro Community and Technical College District o Provides Business & Industry training o Develops Occupational Profiles for participating companies o Offers Adult Educational services through SkillTrain o Offers Industry & individual assessment services through SkillTest SkillTest (a partnership with OCTC & Skills, Inc.) o Administers WorkKeys assessments (Reading, Math, & Locating Information) to job-seekers o Administers additional assessments for companies seeking to identify and enhance skill levels of current employees o Offers retest capabilities Skill Train (a partnership with OCTC & KY Adult Education) o Delivers targeted WorkKeys instruction to job-seekers or employees seeking to upgrade skills o Enables qualified participants to retest through KY AE’s WorkKeys agreement 7 • • • o Allows participants to certify skills by achieving the Kentucky Employability Certificate Owensboro Chamber of Commerce/Industry, Inc. o Establishes the economic development strategy for the region o Creates and conceptualize a system achieving the strategy o Links Business and Industry to these Services Skills, Inc. (a partnership with city & county government) o Maintains an up-to-date database of job-seekers o Makes employee referrals to business and industry o Works with the local workforce and education partners to achieve goals. Green River Workforce Investment Board & Career Center One Stop Partners o Provides testing and assessment services to job seekers o Makes referrals to business and industry c. Kentucky Adult Education Pilot Projects Eleven pilot projects were implemented by Kentucky Adult Education (KYAE) Educational and Career Advancement Projects (ECAP) with the intent of developing replicable models for engaging adult learners in using the WorkKeys system (occupational database, assessment, targeted instruction -- including PLATO and WIN) to earn a KEC. The common goal for each of the projects includes enabling learners to pursue employment and, if appropriate, additional postsecondary education; and build consensus among employers of KEC’s ability to affirm the acquisition of skills and competencies. Sites for the KEC pilot projects include: 1. Clay County (Clay County Board of Education 2. Christian County (Christian County Board of Education) 3. Daviess County (Owensboro Community and Technical College) 4. Harlan County (Harlan County Board of Education) 5. Hopkins County (Madisonville Community and Technical College) 6. Jefferson County (Greater Louisville Region – Workforce Investment Board) 7. McCracken County (West Kentucky Community and Technical College) 8. Pike County (Big Sandy Community and Technical College) 9. Pulaski County (Pulaski County Board of Education) 10. Russell County (Russell County Board of Education) 11. Warren County (Bowling Green Community and Technical College) Collaboration among Adult Education programs, KCTCS, One-Stop Career Centers, Kentucky Industrial Development Councils, local employers, local Departments for Employment Services, local Chambers of Commerce and Workforce Investment Boards enhanced the attainment of project objectives to: • Increase the number of adult learners earning a KEC • Increase the number of adult learners seeking additional skills by moving on to postsecondary education (i.e., apprenticeships, associates degrees, etc.)Increase the number of adult learners securing employment 8 • Increase the number of employers giving preference to job seekers with a KEC/KMSSC • Align goals with One-Stop goals and outcomes • Align goals with Workforce Investment Boards • Align goals with economic development initiatives (county, region, etc.) • Determine policy implications • Align goals with Department of Employment Services goals in pre-hire projects IV. RESULTS a. Challenges Approached from a “public policy” perspective, the KEC initiative has been approached and integrated into existing initiatives and programs, and has faced challenges in terms of getting business and industry community on board. Businesses such as Owensboro Mercy Health Hospital which have met with success with WorkKeys have acted as “champions” for the initiative. See Attachment 8 for a detailed case study. This business-to-business approach in promoting WorkKeys and the KEC has been instrumental in overcoming the challenge of getting information out to the business community. A second challenge faced by this initiative is making the whole system of training and workplace evaluation simple and comprehensible. To overcome this challenge, the KEC has been posted on a special website, which has been addressed in all promotional materials. See www.kctcs.edu/kec/ for additional information including a video on the KEC and a list of business and industry participation. b. Number of certificates issued To date, KCTCS has issued 2,726 Gold and Silver Kentucky Employability Certificates and 409 Occupational Specific Kentucky Employability Certificates, for a total of 3,135 certificates issued . c. Next steps KCTCS is a primary partner in a statewide database initiative, Kentucky Excellence in Certification and Licensure (KY ExCel), to capture workforce credentials of the commonwealth and provide an opportunity to connect businesses with those individuals who have validated skill sets across the state. This initiative will bridge the gap between the current and emerging needs of employers with the number of individuals holding certificates, licenses and degrees in Kentucky. Commonwealth-specific achievements, such as the KEC, 9 will be automatically verified and updated by KCTCS. Plans are underway to launch a statewide marketing campaign for Ky ExCel and the KEC. 10 Attachment 1-Gold Level Certificate The Gold Level Certificate qualifies an individual for 80% of the current workforce jobs contained in the ACT profile database. To obtain this certificate an applicant must score at a level 5 on the skill assessments for Applied Mathematics, Reading for Information and Locating Information. What do these levels mean? Applied Mathematics Level 5 Skill Range: Levels 3-7 Skills for level 5 are: • Perform one or two mathematical operations, such as addition, subtraction, multiplication, or division using several positive or negative numbers. • Add commonly known fractions, decimals, or percentages, and three fractions that share a common denominator • Calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals • Perform single-step conversions within English or non-English systems of measurement • Calculate perimeters and areas of basic shapes • Calculate percentage discounts and markups • Compute the “best deal” using one- and two-step calculations and then comparing costs Locating Information Level 5 Skill Range: Levels 3-6 Skills for level 5 are: • Summarize and/or compare information and trends in a single graphic • Summarize and/or compare information and trends among more than one workplace graphic, such as a charge slip and an invoice showing related information; in order to accomplish this, the examinee must determine the relationship among the graphics • Summarize and/or compare information and trends in a single graphic • Summarize and/or compare information and trends among more than one workplace graphic, such as a bar chart and a data table showing related information; in order to accomplish this, the examinee must sort through distracting information Reading for Information Level 5 Scale range: Levels 3-7 Skills for Level 5 are: • Identify uncomplicated key concepts and simple details. • Recognize the application of more complex instructions, some of which involve several steps, to described situations • Recognize cause-effect relationships • Identify the paraphrased definition of a technical term or jargon that is defined in the passage • Recognize the application of technical terms or jargon to stated situations • Recognize the definition of an acronym that is defined in the passage • Identify the appropriate definition of a word with multiple meanings • Recognize the application of instructions from the document to new situations that are similar to those described in the reading materials • Recognize the application of more complex instructions to described situations, including conditionals and procedures with multiple steps Attachment 2-Silver Level Certificate The Silver Level Certificate qualifies an individual for 50% of the current workforce jobs contained in the ACT profile database. To obtain the Silver Certificate the applicant must score at a Level 4 on all three skill areas. What do these scores mean? Applied Mathematics Level 4 Scale range: Levels 3-7 Level 4 skills are: • Perform single-step basic operations, such as addition, subtraction, multiplication and division, using whole numbers • Change a number from one form to another, using whole numbers, fractions, decimals and percentages • Add and subtract negative numbers as well as positive numbers • Perform one or two mathematical operations, such as addition, subtractions, multiplication or division on several positive or negative numbers • Add commonly known fractions, decimals or percentages (e.g. ⅓, .75, 25%), and three fractions that share a common denominator • Calculate averages, simple ratios, proportions and rates using whole numbers and decimals Locating Information Level 4 Scale range: Levels 3-6 Skills for Level 4 are: • Find one or two pieces of information in elementary graphics such as simple order forms, bar graphs, tables, flowcharts and floorplans • Fill in one or two pieces of information that are missing from these types of elementary graphics • Find several pieces of information in such graphics as detailed forms, tables, graphs, maps, instrument gauges and diagrams • Summarize and/or compare information and trends in a single graphic • Summarize and/or compare information and trends among more than one workplace graphic, such as a charge slip and an invoice showing related information; in order to accomplish this, the examinee must determine the relationships among the graphics Reading For Information Level 4 Scale range: Levels 3-7 Skills for Level 4 are: • Identify uncomplicated key concepts and simple details • Recognize the proper placement of a step in a sequence of events, or the proper time to perform a task • Identify the meaning of a word that is defined within the passage • Identify the meaning of a simple word that is not defined within the passage • Recognize the application of instructions given in the document to situations that are also described in the passage • Identify important details that are less obvious than those in Level 3 • Recognize the application of more complex instructions, some of which involve several steps, to described situations Recognize cause-effect relationships Locating Information Observation 4 5 3 Listening 5 Applied Technology 5 Applied Math 5 5 Program Area Accounting Technology 5 3 4 5 4 4 4 4 4 Reading for Information 4 5 5 5 4 6 4 4 5 4 4 5 4 5 6 4 4 4 5 5 4 4 5 4 5 Agriculture Technology Applied Process Technology 6 5 5 Clinical Lab Technician 6 6 Automotive Technology Air Conditioning Technology Aviation Maintenance Technology Biomedical Equipment Technology Business Technology/ Banking Business Technology/ Hospitality Business Technology/ Office Systems Business Technology / Real Estate Business Technology / Management Business Technology / Marketing & Retailing Business Technology/ CIS / MIS Carpentry Computer Aided Drafting 4 Child Development Associate Certificate Cosmetology Criminal Justice Teamwork 3 4 4 6 4 4 Writing 3 4 4 3 Program Area Culinary Arts Dental Assisting Applied Math 4 Applied Technology Listening 3 3 5 Dental Hygiene 6 5 5 Electrical Technology / Construction 7 6 4 3 Diagnostic Medical Sonography Diesel Technology Electronics Technology 5 Early Childhood Education Environmental Science Technology Forest & Wood Technology 5 Fire and Rescue Technology Graphic Arts Locating Information 4 5 5 6 Reading for Information 4 Observation 5 6 4 5 5 5 5 5 4 5 5 5 5 5 4 4 4 5 4 3 4 3 Horticulture 3 Heavy Equipment Operation Human Services 4 5 6 4 4 6 5 6 5 5 4 5 5 4 4 5 Instructional Assistant Industrial & Engineering Technology Industrial Maintenance Technology Information Technology/ Ecommerce Information Technology/ Information Systems Support Information Technology/ Network Administration Teamwork 4 4 3 4 6 Writing 4 Program Area Instrumentation Technician Legal Office Technology Journeyman/Lineman: Apprentice Journeyman/Lineman: Journeyman Machine Tool Technology Manufacturing Systems Technology Applied Math 5 3 Applied Technology 5 Listening Locating Information 4 Observation 5 Reading for Information Teamwork 5 6 5 5 4 4 6 5 3 5 6 5 4 5 2 4 5 4 Masonry Medical Office Technology 4 5 5 Nuclear Medicine Technology 4 5 Nursing – AND 3 4 5 3 6 3 3 6 6 4 5 5 4 4 Nursing LPN Occupational Therapy Assistant Paramedic Pharmacy Tech 3 4 5 Plumbing 5 Physical Therapist Assistant Professional Craft-Pottery 4 5 4 5 3 6 Radiography 4 5 5 Quality Assurance Technology 5 4 4 5 Respiratory Care Small Engine Repair Writing 5 4 3 4 Program Area Surgical Technician Surveying and Mapping Technology Upholstery Welding Applied Math 4 Applied Technology Listening 4 3 Locating Information 4 5 Observation 5 3 5 Reading for Information 4 3 Teamwork 3 4 Writing Attachment 4-Process for individual application How does an individual earn the KEC? Take Assessment in Three Skill Areas Score at Level 4 or Level 5 Yes Receive Certificat e No Targeted Instruction Re-take Assessments As Needed General Public To access the Kentucky Employability Certificate (KEC) Request form, please open the file titled “Applications” located at http://unity.kctcs.edu/dscgi/ds.py/View/Collection-3133. The KEC is $10 per certificate requested. In order to process your request, we must have the supporting WorkKeys documentation to validate scores. We would prefer receiving the WorkKeys Examinee Roster Report but will accept the WorkKeys reports for individuals. Certificates are issued at the highest level achieved and documented. The KEC Coordinator at KCTCS will determine certificate levels. This will eliminate the need for you to identify the Silver and/or Gold levels. KEC Certificates will be processed and mailed within 7 – 10 working days from the date of the request is received. 1. Go to the official KEC request page at http://unity.kctcs.edu/dscgi/ds.py/View/Collection-3133. 2. Complete the application as directed 3. Mail your completed application, payment, and supporting documentation of scores to the following address: KCTCS Attn: KEC Coordinator 300 North Main Street Versailles, KY 40383 Any requests received without payment or supporting documentation of scores will not be processed. If you experience problems or have any questions, please e-mail kctcs.kec@kctcs.edu. Attachment 5-Process for Adult Education Application ADULT EDUCATION To access the Kentucky Adult Education (ADULT EDUCATION) KEC Request form, please login, using the User ID and Password given to you by the ADULT EDUCATION Frankfort office, to the KEC DocuShare site at http://unity.kctcs.edu/dscgi/ds.py/View/Collection-3133. You will NOT be able to access the application unless you login. In order to process your request, we must have the supporting WorkKeys documentation to validate scores. We would prefer receiving the WorkKeys Examinee Roster Report but will accept the WorkKeys reports for individuals. Certificates are issued at the highest level achieved and documented. The KEC Coordinator at KCTCS will determine certificate levels. This will eliminate the need for you to identify the Silver and/or Gold levels. KEC Certificates will be processed and mailed within 7 – 10 working days from the date of the request is received. Only applications containing the official logo of ADULT EDUCATION will be accepted without pre-payment. 1. Login to the KEC folder on the Docushare website. If you do not have a username and password, please contact Peggy Muller at 502-573-5114. 2. Complete the application as directed. 3. Fax your completed application and supporting documentation to 502-696-5200. To safeguard this confidential and sensitive material, KCTCS has procured a secure fax line. This is the only secure fax number and is the only one that should be used. If you prefer to mail your application and supporting documentation, please mail to the following address: KCTCS Attn: KEC Coordinator 300 North Main Street Versailles, KY 40383 If you experience problems or have any questions, please e-mail kctcs.kec@kctcs.edu. Attachment 6-Process for KCTCS Application KCTCS To access the Kentucky Community and Technical College KEC Request form, please login, using the User ID and Password given to you by the KCTCS System Office, to the KEC DocuShare site at: http://unity.kctcs.edu/dscgi/ds.py/View/Collection-3133. You will NOT be able to access the application unless you login. In order to process your request, we must have the supporting WorkKeys documentation to validate scores. We would prefer receiving the WorkKeys Examinee Roster Report but will also accept the WorkKeys reports for individuals. Certificates are issued at the highest level achieved and documented. The KEC Coordinator at KCTCS will determine certificate levels. This will eliminate the need for you to identify the Silver and/or Gold levels. KEC Certificates will be processed and mailed within 7 – 10 working days from the date of the request is received. Only applications containing the official logo of KCTCS will be accepted from KCTCS institutions. 1. Login to Docushare and go to the KEC folder. If you do not have a username and password, please contact kctcs.kec@kctcs.edu. 2. Complete the application as directed 3. Fax your completed application, completed journal entry, and supporting documentation to 502-696-5200. To safeguard this confidential and sensitive material, KCTCS has procured a secure fax line. This is the only secure fax number and is the only one that should be used. Any requests received without an accompanying journal entry will not be processed. If you prefer to mail your application, journal entry and supporting documentation, please mail to the following address: KCTCS Attn: KEC Coordinator 300 North Main Street Versailles, KY 40383 Attachment 7-Companies Participating in KCTCS Program Profiles Abner Construction Company Adams Street Development Ad-Vantage Multi AEC Electric Agri-Chem, Inc. Airgas of Paducah American Home Patient American Stainless Steel American Woodmark American Woodwork Ashland Police Department Ashland Specialty Chemicals Atana Wells ATC Audubon Dental Services Audubon Hospital Autoliv Aylison Utley Regional Medical Center B & L Construction B&M Printing Ent.Inc. Ball Homes Baptist Hospital Basic Home Improvements Belcan Corporation Blanchfield Army Community Hospital BLT Truck Repair and Equipment Bluegrass Regional MH/MR Board, Inc. Bluegrass Trucking BOP/USP Bowling Green Medical Center Boxer Consulting Group Brame Farms, Inc. Branch Banking and Trust Brandeis Machinery Brandy Morehead Reporting Breckinridge-Grayson County Child Development Brenda Harrington Cakes Broadcast Services Brown Construction Budd Tallent Byerly Ford Cardinal Chevrolet Cadillac Inc. Carlton Cards Caterpillar Caverna Memorial Hospital Center for Accessible Living Central Adult Day Center Child Development Service Christian County Board of Education Christian Health Center Comair Commonwealth Aluminum Community Coordinated Child Care Computer Services, Inc. Continental Conveyors & Equipment Cooley Medical Equipment Creative Image Dana Corporation Daniel Boone Corridor Group Deaconess Hospital DESA International Double A Farm, Inc. Due West Barbecue Duro ECCOA EKCC Road to Justice Electrical Design Group Elizabethtown Dependable Builders Emerson Power Train Emerson Power Transmission ETA Engineering Consultants Faith Tool & Dye Farmers Bank and Trust Co. Faulkner’s Gargage Flemingsburg County Board of Education Floyd County Health Department Ford Motor Company Frankfort Electric and Water Plant Board Fulton Fire & EMS Gault, Marshall, Miller & Jackson, PLLC GE Medical General Electric Georgia Pacific Gibbs Die Casting Dr. John F. Gilbert’s Office Go Figure Salon and Day Spa Graves Gilbert Clinic Green River Area Development District Greenline Implement Greenview Hospital H & U Horizontal Boring Halley Performance Products Hardin County Sheriff’s Office Hardin Memorial Hospital Harvey and Martin Family Dentistry Hazard Appalachian Regional Healthcare Hazard Area Regional Hospital (ARH) Hazard Perry County Community Ministries Head Start Health Alliance Health South Rehab Hospital Hennegan Highlands Regional Medical Center Hoffman Holiday Inn Hopkins County Economic Development Hopkins County Fiscal Court Hopkinsville Electric System Housing Development Alliance Human Services Consultation IBEW Imagery Consulting & Design Ingram Barge Internal Revenue Service Internal Medicine Assoc. of Northern KY Jackie Koch J C Penney J K Multimedia Productions Jennie Stuart Medical Center Jenny Wiley State Resort Park Jim Crouse Johnson Controls, Inc. Johnson County Fiscal Court Johnstone Supply Joseph Edward Company Dr. Ahmed Khatib KY Dept. for Community Based Services KY Dept. of Employment Services KY Dept. of Highways KY Dept. of Transportation KY Division of Forestry KY Division of Plumbing KY Law Enforcement Council Kentucky River Area Development District Kentucky River Medical Center KY State District Council of Carpenters KY State Police Kimberly Clark Kindred Hospital King’s Daughters Medical Center Knight’s Mechanical Knott County Central Lake Cumberland Medical Association Leslie County Board of Education Lexington Dental Center Lexington Fire Department Licking Valley CAP Lindon Realty Little House of Mooreland Day Care Logan Aluminum Logan Memorial Hospital Louisville Initiative Louisville Metro Parks Louisville Water Company Lourdes Hospital Madisonville Fire Department Madisonville Regional Medical Center Madisonville/Hopkins Co. Economic Development Corp. Mahr Hidden Hills Farms Marathon Ashland Petroleum Mary Mont Medical Center Masonry Concepts Mattingly Center for Continuing Education Maysville Fire Department Maysville Utility Commission Medical Center Ambulance Service Meisel Homes Inc. Methodist Hospital Metro Web Corp. Middlesboro Area Regional Hospital Middough Associates, Inc. Mitsubishi Automotive Electric Monroe County Medical Center Morehead State University Motoman, Inc. Mountain Comprehensive Healthcare Mountain Surveying, Inc. Mountain Top Bakery MPD, Inc. Muhlenberg Community Hospital MultiCare Specialists Multi-Craft Hitco Multi-Skills Training Services Murray Electric Myrna Byerly National Weather Service Norton Hospital Oakwood Christian Health Center Ohio County EMS Otter Creek Correctional Center Our Lady of Bellefonte Hospital James W. Owens Law Firm Owensboro Mercy Health System Owensboro Police Dept. Paducah Fire Department Paducah McCracken Co. Convention and Visitor’s Bureau Paducah Sun/Sunsix Paintsville Tourism Commission Patterson Place Day Spa Paul B. Hall Regional Medical Center Pennyrile Rural Electric Perry County Board of Education Perry County Central Perry Manufacturing Phillips Mann Realty Photo Fringe Pikeville Methodist Hospital Pittsburg Tube Planters Bank Playmates Child Power Transmission Praxair Respiratory Services Presbyterian Child Welfare Agency Princeton Electric Plant Board Princeton Fire Department Printing Industries Association R A Jones and Company Red Banks Nursing Home Redd, Browns & Williams Ripley Corporation River Valley Vending Rock Castle Hospital SACHS Saint Claire Medical Center SANCTUARY SCA Incontinence Care Schwab Service Solutions Short & Weiss, PSC Siemer Milling Co. Sites, Inc. Slone Refrigeration Company Somerset Personal Care South Williamson Area Regional Hospital St. Claire Medical Center St. Elizabeth Hospital St. Mathews Imports Star Ford Stark & Crooks Starland Too Day Care Sun Publishing Sunitomo Electrical Wiring Systems Surgical Group, P.S.C. Swartz Truck and Transportation Service SYSCO Food Service The Marble Man The Ripley Corp Three Rivers Med Center T J Samson Hospital Toby Corporation Toyo Seating USA Trevantis TrimMasters, Inc. Trover Clinic Trus Joist TyCo Adhesives Tyson United Refrigeration Universal Welding Services, Inc. UK Medical Center University of Louisville Hospital USDJ/Federal Bureau of Prisons Walle Corporation Wal-Mart Wayne County Hospital Wendell Foster Center West KY Diagnostic Center West KY Reporting Service Western Baptist Hospital Western State Hospital Westvaco Whayne Supply Whitesburg, Area Regional Hospital Williams Gas & Electric Williams/Texas Gas Corporation Worldwide Equipment, Inc. Yates Drafting Service Youth Build Zebra Graphics KCTCS Case StudyWorkKeys in a Healthcare Setting Owensboro Community and Technical College Who: Owensboro Mercy Health System (OMHS) Owensboro, Kentucky What: A self-study skills program that teaches new job skills and increases hospital employees’ chances of receiving a promotion How: Using a WorkKeys assessment to identify current skill levels, coupled with a targeted instruction program to raise those levels Challenge: The State of Kentucky has taken an active role in trying to increase the competency of its workforce. According to estimates, about 38 percent of adults in Kentucky function below the high school level in reading and math. To increase those levels, the state decided to go directly into the workplace through an alliance between the Kentucky Community & Technical College System (KCTCS) and the Department of Adult Education & Literacy. Owensboro Mercy Health System (OMHS) had looked at some other workplace skills tests but found that many of them were designed to test people specifically in the manufacturing industry. Then their local KCTCS postsecondary provider, Owensboro Community College, introduced the hospital to the WorkKeys System. The hospital found WorkKeys more suitable to their needs because it tested a broader field of work skills, and because the scoring system was easier for managers and directors to understand. The hospital also liked that WorkKeys provided remedial courseware to help workers raise their scores. Solution: The OMHS Human Resources staff discovered that WorkKeys was compatible with their assessment and training needs. Working through Owensboro Community College and the Department for Adult Education, OMHS developed a WorkKeys-based program that would support their goal of giving employees opportunities for self-improvement and advancement within the hospital system. OMHS was awarded an Alliance Grant through the partnership between the Kentucky Department for Adult Education and Literacy (DAEL) and KCTCS to fund one year of the new program. The hospital supplied 12 computers and a lab area that allows employees 24-hour access. The Program: The WorkKeys program was administered through the OMHS Educational Development Center (EDC), in partnership with Owensboro Community College, a Kentucky Community & Technical College System institution. Hospital employees began the program by taking WorkKeys’ Applied Mathematics and Reading for Information tests. Following the assessment, they started a self-study program utilizing tools available in the EDC to improve their skills. The EDC had a wide variety of computer- and paper-based study materials to assist employees, including WorkKeys-based curricula from education software providers like Worldwide Interactive Network, Destination and Plato. After completing an average of four to six weeks of self-study, employees took a post-test to determine their new skill levels. These skill level scores could be used by employees to identify other positions for which they may be qualified or to increase their chances of being promoted. Motivating Employee Involvement: To encourage employees to take advantage of the program, OHMS offered a $250 stipend to any employee who completed the program and raised his or her skill level in Reading for Information and Applied Mathematics to at least a level four on the WorkKeys scale. However, to receive the stipend, the employee had to take the post-test. They also received a certificate of achievement from the college that they could include with their resumes. While the stipend may have been a motivating factor in the involvement of many employees, the EDC staff found that employees found a variety of other reasons to participate. Some employees just wanted to know what their skill level was, while others wanted to compare their skill levels with others. Some, who had been out of the classroom for some time, just wanted to reassure themselves that they remembered some of what they learned. Many were surprised that they did so well. Even the Human Resources staff took the test so they would be able to tell other employees about the experience. In fact, they were able to explain the program to all new employees at their new employee orientation. Employee Acceptance: When the program first started, EDC staff members were worried that hospital employees may not be overly receptive to the testing and training. They took a lot of time to assure people that this was a non-threatening place where they could come to advance. The EDC even developed special classes for particular groups to help them feel comfortable with the learning process. The housekeeping staff, for example, attended a math class once a week, complete with homework – and they loved it. According to Annette Schaefer, EDC Coordinator, their efforts for acceptance paid off. “We have had such positive feedback from our employees. So many of them have become excited about learning and the possibilities for advancement.” As part of the Alliance grant, the EDC set a goal of testing 300 employees during the first year. In all, 318 employees took at least the first WorkKeys assessment test and over 230 actually completed the post-test and were awarded the $250 stipend. Benefits: Besides the stipend, many other benefits were realized by OHMS employees. Some were able to transfer to higher paying jobs within the hospital, such as the two food and nutrition services employees who used their new skills to become business office assistants. Others were able to climb higher on the career ladder in their current positions. Still others found a new sense of self-esteem that allowed them to more confidently deal with challenges both in the workplace and at home. The hospital was able to realize many benefits, as well. It retained more valuable employees by giving them opportunities to advance within their own system. As part of the education process (and because of the new computer lab), the EDC was also able to offer computer classes to improve work-place essential computer skills. Many participating employees had never worked with computers before the program began. Some hospital departments used the scores (with their employees’ knowledge) to develop new positions or to find employees to fit certain positions. Outlook: Because the first year of the WorkKeys program was such a success, OHMS was awarded a second Alliance grant for 2002-2003. Their goals are to test and provide targeted instruction to even more employees as well as help those individuals better understand how to use their scores to advance their hospital careers. An additional area of assessment and instruction – Locating Information – will be added to the hospital’s WorkKeys program so that participants can work to achieve a Kentucky Employability Certificate. Quotes “Good people get good results. Great people get great results. In any organization, you’ve got tremendous people at all levels of the organization. What we’re very proud of is that we’ve been able to take individuals that have started at entry level positions and through the (WorkKeys) partnership with the Owensboro Community College, they’ve been able to enhance their education, enhance their skills, and move up within the organization.” Greg Carlsen, CEO, Owensboro Mercy Health System “We feel really good about WorkKeys. Our employees are becoming invested in the program and are taking pride in the results.” Annette Schaefer, Educational Development Center Coordinator, OMHS “I definitely think this is a program companies with a lot of entry-level employees should look at.” Pam Cox, Human Resources Manager, OMHS Agencies Partnering to Build a Stronger Workforce and Working Together for the Common Good of Louisiana! LOUISIANA WORKReady! is a Louisiana Interagency Collaborative Initiative Figure Figure 1: 1: Change Change in in Workforce Workforce Skills Skills(1956-2004) (1956-2004) 00 20 20 40 40 80 80 100 100 120 120 20 20 1956 1956 60 60 20 20 60 60 INTRODUCTION Knowledge-based jobs, which require postsecondary education or career and technical skills training, have been among the fastest-growing jobs and have increased as a share of total employment [Figure 1]. Skill requirements in high-technology and other industries have been rising as a result of the escalating use of information technology. Education and skills have become progressively important to higher earnings and career growth. When we talk about the New Economy, we're talking about a world in which communications technology creates global competition - not just for running shoes and laptop computers, but also for bank loans and other services that can't be packed into a crate and shipped. A world in which innovation is more important than mass production. A world in which investment buys new concepts or the means to create them, rather than new machines. A world in which rapid change is a constant. A world at least as different from what came before it as the industrial age was from its agricultural predecessor. A world so different its emergence can only be described as a revolution. Source: http://www.wired.com 65 65 * So what is the New Economy? 20 20 15 15 New jobs often require workers coming 2004 2004 from high schools or postsecondary programs to have strong problem solving and communication skills. Unskilled Unskilled Professional Professional Skilled Skilled Source: ACT According to ACT, current trends in basic skill deficiencies indicate that American businesses will soon be spending more than $25 billion a year on remedial training programs for new employees. In an effort to provide the basic skill levels required for new employees, Louisiana has undertaken an ambitious effort to create an integrated system that prepares its citizens for the New Economy*: Louisiana WORKReady! The premise underlying Louisiana WORKReady! is simply to provide all citizens with the skills necessary to be successful in every transition of life. Louisiana WORKReady! creates a system that is flexible enough to meet a variety of workforce needs. For example: y A high school graduate directly entering the workforce or postsecondary education; y An incumbent worker upgrading skills to advance on the job; y An enrolled postsecondary education student seeking employment in order to pay his/her way through school; y An unemployed citizen or individual recently released from a correctional facility re-entering the workforce; y A high school dropout entering the workforce; y An adult learner attempting to ratchet up skills and/or improve literacy in order to gain a livable wage; y A former welfare recipient entering the workforce for the first time; or y A graduate from a professional degree program moving into his/her specialized field. At the inception of this initiative, Louisiana’s demographics suggested that an aggressive strategy to develop its workforce was not only important, but critical to its Prepared 2002, Revised 2005 Page 1 of 19 economic viability. Efforts to attract and retain business and industry and to stop the out-migration of some of its best and brightest citizens hinged on Louisiana’s ability to take advantage of the opportunities presented by the New Economy. Among these opportunities was a statewide focus on preparing a highly skilled, competitive workforce with the necessary credentials and certifications to compete in a global economy. Portable credentials and industry-based certifications, in particular, communicate to a potential employer that an individual has achieved the skills needed for success in a given job. Prior to attaining these credentials or certifications, citizens were often utilizing a wide variety of assessment instruments to gauge their academic preparedness or workplace readiness. These assessments are used in a variety of ways - from placement in academic programs to competency evaluation in the workplace. Thus, assessment for academic and/or workplace success becomes a critical component of an integrated system that prepares Louisiana for the New Economy. BACKGROUND Workforce education and training efforts in this regard could be categorized as one in which Louisiana is committed to a partnership that builds a stronger workforce for a stronger Louisiana. A multi-agency consortium was convened to begin this work. The Louisiana Interagency Collaborative (the Collaborative – Appendix A), a network of state agencies, was organized to identify ways to more effectively and efficiently address common needs of the state that impacted and affected the respective agencies. The Collaborative members included: • • • • • • • • Board of Regents Department of Corrections Department of Education Department of Labor Department of Social Services Department of State Civil Service Louisiana Community and Technical College System Workforce Commission Initially, the Board of Regents convened the Collaborative in 2001 to discuss the status of assessment usage in Louisiana. During the discussion, representatives expressed the need for a more coordinated system to provide assessment services for their various customer groups. All agreed that the current system did not serve the best interests of citizens, and was duplicative and costly. Thus, the group formulated a goal to "create a coordinated system of assessment which addresses both academic and workplace readiness and minimizes duplication." In order to fulfill its goal, the Collaborative met with ACT staff to discuss various ACT assessment options. With the assistance of an objective facilitator, the group began to develop the framework for a statewide assessment system; identify customers and other stakeholders; formalize qualities and characteristics of the system; and chart action steps (Appendix B: Timeline). Further discussion led to defining qualities and characteristics of a coordinated system. Specifically, such a system of assessment should be: Prepared 2002, Revised 2005 Page 2 of 19 $ $ $ $ $ $ Customer-oriented, responsive and results-driven; Employer-valued, utilized, and recognized; Interagency in nature and highly coordinated; One in which assessment data are shared; A clearly defined pathway for all users to appropriate education, training, employment, etc.; and One that utilizes assessment instruments which are valid and reliable. THE IMPETUS With its goal and defining characteristics in mind, the Collaborative began to research the various assessment types more closely. Assessment instruments were placed in two broad categories: academic assessments and career/technical assessments. Even though there were several different types of assessment instruments in use by state agencies, the majority measured only academic skill levels and aptitudes. Academic Assessments are those that are typically utilized to ascertain an individual=s academic ability, aptitude and/or retention of knowledge. In secondary and postsecondary educational settings these assessment instruments are often used for academic placement, promotion, and demonstration of the mastery of content knowledge. In some cases, they are used to determine placement in entry-level college courses and/or academic skill levels and eligibility for program entry. Adult education programs use selected, nationally approved instruments to determine the basic academic skill levels of potential participants, as required by the National Reporting System (NRS). Career/Technical Assessment instruments are traditionally used to measure an individual=s workplace skill level, career aptitude or occupational interest. According to Kapes and Whitefield=s A Counselor=s Guide to Career Assessment Instruments, the most commonly used assessments for employment consist of general ability and personality tests complemented by job-specific assessments. At the commencement of the Collaborative’s work, a common statewide career assessment system did not exist in Louisiana. For example, each of the 66 Local Education Agencies (LEAs) had the option of selecting and administering its own aptitude tests, interest inventories and/or any other career assessments. Likewise, One-Stop Centers utilized a variety of interest, aptitude and work value inventories for Workforce Investment Act (WIA) - Title I participants and job-seekers. Some assessment instruments tended to overlap the two functions, and some agencies had utilized a single assessment instrument to serve multiple purposes. For example, National Career Development Association categorizes the Test for Adult Basic Education (TABE) as an instrument Adesigned to assess skills in contexts that are of high interest to adults: life skills, work, and education.@ However, TABE had been historically used for academic placement at some colleges within the state. As more refined assessment instruments emerged that are designed specifically to measure academic preparation, TABE and other similar instruments like it were replaced. In fact, the Louisiana Technical College (LTC) shifted its academic assessment instrument from TABE to ACT=s ASSET/COMPASS. An inventory of academic and career/technical assessment instruments that were being utilized by Louisiana agencies is depicted in Appendix C. Prepared 2002, Revised 2005 Page 3 of 19 After several meetings and lengthy discussion, the Collaborative concluded that: • Many successful efforts were in progress, but there was little, if any, coordination of the administration of assessment instruments; • There was very limited (practically no) data sharing among and between state agencies once the individual had been evaluated; • No systematic means to measure the “work readiness” of individuals leaving Louisiana’s educational systems and training programs to enter the workforce were identified; • State agencies were using multiple assessment instruments for similar purposes; • None of the assessments measured, nor were being used to measure, an individual’s level of workplace preparation; and • Skills gaps existed. The group determined that a five-point thrust focusing on workplace preparedness would guide their work relative to the following: 1) 2) 3) 4) Outline and recommend a streamlined assessment process for state use; Identify and target the state’s populous in need of literacy improvements; Propose and define a workplace readiness certificate using WorkKeys®; Propose and present a career compatibility component which focuses on Career Readiness Skills (employability); and 5) Facilitate the use of an integrated data system to share resources and information and to manage the work of the system. STREAMLINED ASSESSMENT PROCESS The integrated WORKReady! system which aligns education, workforce development, and economic development efforts has already begun in Louisiana. This alignment creates a coordinated system that addresses Louisiana’s demand to have highly skilled workers who qualify for employment in high demand occupations. This integrated system is putting “education to work,” by creating multiple pathways for citizens to access jobs and advance in the workplace through a series of entry points. The system minimizes duplicative assessment practices among state agencies and promotes the attainment of a commonly-valued credential, the Louisiana WORKReady! Certificate, which will be discussed in greater detailed later in this work. Figure 2 delineates the proposed flow of the system. A series of pathways that citizens may take to become work-ready are outlined. The various pathways offer open entry and exit points. The system clearly defines agency roles and services, thereby eliminating confusion for citizens. Within the system, agencies agree to accept and share data and recognize valid and reliable results. Agencies deliver the services for which they have the qualified staff and are most equipped to provide. First, a citizen would be evaluated using either an academic or career/technical assessment administered by any participating state agency. During the next phase, assessment scores are interpreted and academic or career decisions are made as the individual is advised or counseled by academic/career development professionals. It is also during this phase that citizens may research academic and/or occupational information using postsecondary education websites or tools such as the Louisiana Occupational Information System (LOIS) or the Louisiana Virtual One-Stop (LAVOS) on the Department of Labor’s website. They may also take additional interest/ability/aptitude surveys. Prepared 2002, Revised 2005 Page 4 of 19 - Prepared 2002, Revised 2005 Page 5 of 19 Pathway 1: Education and Training Based on the results of the academic assessment, citizens may directly pursue education or training through several entry points: • To attain the necessary literacy and basic academic skill levels to enter employment or pursue postsecondary education or training. • To acquire the necessary career readiness, employability or “soft skills” training to succeed in a chosen career or vocation. This type of training could consist of certain competencies, developed in conjunction with business and industry, such as work maturity and ethics, job search techniques, teamwork, etc. • To receive technical or occupational skills training, possibly leading to an industrybased certification, occupational certificate or diploma, or an applied associate degree, within the postsecondary education system. • To enroll in a postsecondary academic program in pursuit of an academic degree (associate, baccalaureate, master’s, doctoral, etc.) A citizen entering this pathway will be advised to take the necessary steps to receive his or her Louisiana WORKReady! (LWR!) Certificate, and proceed to employment - a desired goal of the integrated system. Pathway 2: Employment Based on the results of the career/technical assessment, job seekers may directly enter the workforce. They may also seek additional education or training in conjunction with their employment. This may be the particular case for incumbent workers or underemployed workers. Citizens choosing this pathway are also strongly encouraged to complete the requirements necessary to receive the Louisiana WORKReady! Certificate. Louisiana’s coordinated system of assessment outlines and recommends a streamlined and uniform model for individuals to access the necessary assessments to become credentialed members of the labor force. Regardless of which path of success an individual chooses, the assertion is that all pathways, at some point, lead to employment, either by getting a job or creating jobs (entrepreneurship). LITERACY IMPROVEMENTS In order to be competitive in the global marketplace, possessing appropriate skills is not only necessary, but also mandatory. The Center for Workforce Preparation (www.uschamber.com/cwp) recorded that “to appreciate the challenge, it’s important to understand that the very definition of literacy has changed dramatically over the years.” Today, according to the National Literacy Act of 1991, a literate American is able to “read, write, and speak English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve (his) goals, and to develop (his) knowledge and potential.” Prepared 2002, Revised 2005 Page 6 of 19 Some employers desire to “cross-assess” potential workers. In addition to the basic workplace skills, the need to assess academic skills, primarily in reading and mathematics, is becoming increasingly necessary, due in part to large numbers of employees lacking the basic academic skills necessary to successfully perform their jobs. The need for an assessment instrument that establishes a framework to match the skills of a student and/or client to a specific job or career was considered paramount. Although strides had been made, LA continued to lag behind the nation on measures of literacy attainment and academic achievement, and faced numerous economic and quality of life challenges that had to be addressed to protect the future economic viability of the state. Louisiana’s sobering statistics indicated a need for state agencies, employers, and business and industry to increase the focus on improving literacy attainment and basic skills for its citizens. In 2002, Collaborative members concluded that: 1) providing individualized basic skill upgrades and literacy instruction was a critical gap to be addressed in service delivery systems; 2) both literacy and workplace readiness skills needed improvement in order to address the critical shortage of trained workers and those citizens lacking the basic skills necessary to meet the demands of a global economy; 3) once an assessment instrument was identified that accurately measured the level of workplace readiness and basic skills attainment of a citizen, individualized literacy instruction and/or remediation efforts could be designed; and 4) state and local leaders needed to develop a way to address these issues and to undertake a long-term agenda to impact this critical area, understanding that some strategies and action steps can be put into place relatively quickly. Later that year, then-Governor Mike Foster appointed a Skills Gap Task Force to identify the factors draining Louisiana’s workforce pool. Adult and youth learning-related challenges were identified as threats to the state’s economic stability (Appendix D). In 2004, during her inaugural year, current Louisiana Governor Kathleen Babineaux Blanco appointed a Task Force to study adult learning in Louisiana. The Task Force’s report included several recommendations for increasing the usage of WorkKeys® to document workplace readiness credentialing (Appendix E). DOCUMENTING CAREER READINESS SKILLS (Employability) USING THE PROFILE XT In February 2003, the Collaborative began the second phase of its work - to identify an assessment that would provide an employability appraisal, which would measure the career readiness skills of an individual. The Collaborative defined employability skills (soft skills) as “the non-technical abilities required to function successfully in the workplace.” These included but are not limited to the following abilities and skills: • Interpersonal • Leadership • Problem Solving and Decision Making • Self-Management • Work Ethics Choosing a career is one of life's biggest decisions. Unfortunately, it is usually made with inadequate information. Whether selecting a first career, looking for a new career, planning career training or making college plans, individuals need accurate information to make intelligent career and educational choices. Prepared 2002, Revised 2005 Page 7 of 19 Soft skills as defined in scholarly literature are non-technical skills, abilities, and traits required to function in a specific employment environment to: deliver information or services to customers and co-workers; work effectively as a member of a team; learn or acquire the technical skills necessary to perform a task; inspire the confidence of supervisors and management; and understand and adapt to the cultural norms of the workplace. (Conrad, Cecilia A., and Wilhelmina A. Leigh. "Soft Skills: A Bridge or Barrier to Employment." Focus., Vol. 27, no. 1 (January 1999). The challenge is that soft skills are difficult to measure. People only allow others to see what they want seen. In other words, the old adages, "accentuate the positives and de-emphasize the negatives" and "what they don't know won't hurt them" resulted in businesses experiencing immeasurable expenses due to loss of time, unrealized return on investment (ROI), organizational inefficiency, dwindling resources and lack of productivity due to employee turnover. Moreover, individuals who have been miscast in positions have suffered economically and psychologically as well. Profiles International (AssessmentCompany.com) likens potential employees to icebergs, in that what you don't see is more significant, in many cases, than what you do see. In Figure 3, the company identifies the visible portion of the total person, 10%, to include the resume, educational background, referrals, appearance and work history. The other 90%, the invisible part of the person, is among the most critical: thinking and reasoning style, occupational interests, and behavioral traits. Figure 3: Profile XT Total Person Diagram After months of reviewing the work of other states and engaging Louisiana Economic Development, business, industry and community stakeholders, the Collaborative identified and agreed to pilot the Profile XT. The Profile XT, an assessment package developed by Profiles International (AssessmentCompany.com), had the necessary utilities to satisfy the employability appraisal/career compatibility component of the Louisiana WORKReady! Initiative (Appendix F). Realizing that occupational success hinges on an individual being “job fit”, the employability appraisal component takes the Louisiana WORKReady! Initiative to the next level of implementation. Through its Prepared 2002, Revised 2005 Page 8 of 19 discussions and research, the Collaborative noted that typically workers are hired based on their “hard skills”, but a large majority of those who are released are let go based on their “soft skills”. In this regard, the Economic and Social Research Institute (ESRI) conducted a survey of employers in which qualities were rated as “most important in job candidates” [Figure 4]. Two qualities tied for number one with 66% of employers identifying each as most important: Having positive attitude toward job and reliability. The quality that came in last place, with only 4% of businesses identifying it as most important, was having all the necessary training. Another well-documented study, published in Harvard Business Review, concluded that "Job Match" is by far the most reliable predictor of effectiveness on the job. The study considered many factors including the age, sex, race, education and experience of approximately 300,000 subjects. It evaluated their job performance and found no significant statistical differences, except in the area of "Job Match.“ The Review concluded: "It's not experience that counts or college degrees or other accepted factors; success hinges on a fit with the job." Figure 4: Employer Ratings of Job W. Edwards Deming author of The New Economy, said, "If a person is not performing as expected, it is probably because they have been miscast for the job.“ The Review noted that the only reliable method for evaluating "Job Match" is with a properly designed assessment instrument capable of measuring the essential job-related characteristics particular to each specific job. The Profile XT provides in a single system an all-purpose assessment that: • • • • • • Measures one’s thinking-style, reasoning, occupational interests, and behavioral traits; Matches these characteristics to employment sectors based on predetermined XT job profiles; Allows for multiple types of reporting; Employs a multitude of benchmarking capabilities; Is used for selection, promotion, training, succession planning, and redeployment; and Can be used to determine if an individual has been miscast for a particular career area. While the WorkKeys® Assessments document the skill of a potential employee, Profile XT measures the will of an individual. Together, WorkKeys® and the Profile XT offer a unique one-two punch in determining the career readiness of a current or future worker. Prepared 2002, Revised 2005 Page 9 of 19 INTEGRATED DATA SYSTEM The Collaborative determined that it was necessary to facilitate the use of an integrated data system to share resources and information and to manage the work of the system. Several existing and new state initiatives have been launched or are in development to advance data sharing and integration. Louisiana Virtual One-Stop (LAVOS) The Department of Labor's enhanced Louisiana Virtual One-Stop (http://lavos.laworks.net/) was designed to assist individuals in selecting a new career, finding a new job, and locating suitable education or training. Job seekers are guided through processes, such as creating a resume, researching the labor market, and reviewing education and training opportunities available to them. LA VOS contains several new features, including the ability for job seekers to match their interests to careers and job training, and view and match their WorkKeys® scores to potential jobs. Louisiana Interagency Performance Data System (LIPDS) Louisiana Workforce Commission staff has been working with partner agencies to develop a Louisiana Interagency Performance Data System. LIPDS is a pilot system designed to collect and report performance measures on a variety of state programs. Currently, the system can generate reports on employment outcomes, enrollments in public postsecondary education, reliance on public assistance and incarcerations. Online reports are available for the LCTCS-TANF program, Louisiana Rehabilitation Services and some Department of Corrections programs. When fully implemented, this system will have the following primary features: • • • • Centralized collection of performance data, Customized reports available online at any time via a web interface, Queries on request and online analytical processing, and Establishment of a comprehensive database for longitudinal studies. LIPDS is intended primarily as a tool for agencies involved in workforce development and social program delivery. Agency personnel will access performance measures online for various populations at any time, without the need to request data from each of the various agencies involved. This same performance data would serve as a measurement tool in evaluating operational plans of the agencies. In addition, this information will also be used to further develop a comprehensive view of the workforce development programs in Louisiana. Its implementation is envisioned to consolidate resources and data; provide a common and cost-effective measurement system; improve policy analysis; and facilitate state efforts in establishing true performance-based budgeting. The Louisiana Lifelong Learning Education Portal: Secondary to Postsecondary and Beyond The Louisiana Lifelong Learning Education Portal: Secondary to Postsecondary and Beyond (the Portal) is a new innovative tool that is being developed by the Board of Regents in consultation and collaboration with the Department of Education, the Department of Labor and other entities to provide a means by which a student can plan and monitor his or her academic progress from middle school through postsecondary and into the workforce. This web-based interface will serve as an educational and career planning tool to improve student access, revolutionize student engagement and articulation, foster re-engagement for out of school students, and empower students to take proprietary interest in and responsibility for their academic progress. Developed for our state’s exclusive use, the Portal will provide current and future students, out-of-school youth and adult learners with information on appropriate academic preparation (including their own assessment Prepared 2002, Revised 2005 Page 10 of 19 scores), career readiness information, postsecondary options, financial aid, job opportunities and workforce training solutions. Once students become active in the workforce system, their information would be transferred to LDOL for their continued use in the LAVOS System. Ideally, use of the Portal will facilitate academic and career pursuits to assist citizens in the many transitions they will encounter as they navigate the lifelong learning continuum. THE NUCLEUS OF THE INTEGRATED SYSTEM: THE LOUISIANA WORKREADY! CERTIFICATE From the onset, it was envisioned that at the heart of an integrated system that prepared Louisiana citizens for the New Economy would be a credential that would: • validate basic skill level attainment and workplace readiness; • enable employers to quickly assess and recognize the skill level of workers for a wide range of jobs; • provide a way for students and workers to document and advance their employability skills; and • inform educators how to best tailor instructional programs to help students acquire the specific skills employers need. The Collaborative concluded that if the basic skill level competencies were based, in part, on some type of nationally-recognized instrument, the certificate could also be a portable credential, enabling its recipients to work in many different areas of the state or nation. The concern, however, was whether an appropriate assessment existed on which to base Louisiana’s credential. After researching nearly 250 different career assessments (of which only 16 met the criteria), one particular instrument WorkKeys® - contained the requisites necessary for use as the basis for awarding the Louisiana WORKReady! (LWR!) Certificate. ACT, Inc., the makers of the ACT college entrance exam, designed the WorkKeys® Employment System as a comprehensive system for measuring, communicating and improving the common skills required for success in nearly every skilled job and career in America. It allows these skills to be quantitatively assessed in both individuals and in actual employment positions or job descriptions. Therefore, WorkKeys® allows for comparison of the skills required by a job with the skills possessed by the job seeker. The WorkKeys® system consists of four basic, interacting parts: instructional support (training), assessments, research and reports, and job profiling [Figure5]. Figure 5: The WorkKeys® System’s Interacting Parts Based on the three core assessments that ACT indicates most jobs require, Louisiana developed its career readiness certificate. The Louisiana WORKReady! Certificate is a portable credential that signifies to an employer that an individual has achieved acceptable levels in the foundation skills necessary for success in the workplace. The WorkKeys® core assessments are: y Applied Math Prepared 2002, Revised 2005 y Reading for Information y Locating Information Page 11 of 19 Use of the core WorkKeys® assessments is important to the future preparation and viability of Louisiana’s workforce. All citizens who complete the core WorkKeys® assessments will have documentation of their skills achievement, enabling them to pursue employment or further education and/or training. Although a few other states had developed career readiness certificates, a few members of the Collaborative questioned whether merely modeling Louisiana’s credential after a certificate developed exclusively for another state would adequately address the obvious demographic differences and economic challenges, and meet the needs of all Louisiana’s current and potential workers. After much debate and “making the case” discussions, three WORKReady! Certificate types were developed based on the WorkKeys® core assessments: Applied Mathematics (Levels 37), Locating Information (Levels 3-6) and Reading for Information (Levels 3-7). The Gold Certificate Demonstrates that an individual has the requisite skills in each core assessment for more than 80% of the profiled jobs and occupations in the national WorkKeys® database by scoring at or above a level 5. The Silver Certificate Demonstrates that an individual has the requisite skills in each core assessment for 50% of the profiled jobs and occupations in the national WorkKeys® database by scoring at or above a level 4. The Bronze Certificate Demonstrates that an individual has the requisite skills in each core assessment for 30% of the profiled jobs and occupations in the national WorkKeys® database by scoring at or above a level 3. Figure 6: LWR! Certificate Levels Skill Area Applied Mathematics Reading for Information Locating Information Prepared 2002, Revised 2005 Gold >80% of jobs Silver 50% of jobs Bronze 30% of jobs 5 4 3 5 4 3 5 4 3 Page 12 of 19 After a 16 month process, the Louisiana WORKReady! Certificate was proposed to the Workforce Commission. The Commission approved and initially forwarded to the Governor two (Gold and Silver) of the three Certificate levels recommended by the Collaborative. Believing that skill certificates were needed for all job levels, the Collaborative made a special presentation and urged the Commission to adopt the Bronze Certificate also, which was omitted from the original recommendation to the Governor. Following the presentation, the Commission unanimously approved the Level Three Certificate and recommended it to the Governor in March 2003, making Louisiana the first state in the nation to design and offer the Bronze Certificate. IMPLEMENTATION ACTIVITIES Since the inception of Louisiana WORKReady!, each partner agency continues to identify ways to incorporate WorkKeys® and the WORKReady! Certificate into its programs, initiatives and services and publicize this strategic initiative. • In an effort to more widely publicize the WORKReady! Initiative, the Interagency Collaborative jointly hosted the first state conference - Louisiana WORKReady!: What’s All The Talk About? in June 2003. Over 500 in-state and out-of-state individuals representing government, education, business and industry and WorkKeys® advocates converged on Baton Rouge to participate in the festivities. The WORKReady! Certificate All WORKReady! Certificates are signed by the Governor of the State of Louisiana and the Chair of the Workforce Commission. Each certificate is classified (Gold, Silver, Bronze), assigned a unique certificate number, dated and sealed. The skill level the recipient received in the core assessments areas is also included on the certificate. The WORKReady! Certificate is currently issued by the Workforce Commission Office. • The Louisiana Workforce Commission, established by legislative act in 1997, serves as the human resource investment council for the state and has been designated as the state Workforce Investment Board within the meaning of the Federal Workforce Investment Act of 1998. The Commission's membership, appointed by the governor, consists of 25 representatives from Louisiana business, labor, education, and public service communities. The Commission currently issues the Louisiana WORKReady! Certificate and works to solicit business and industry partners to sign on as “Champions” of the Certificate. The Commission has produced WORKReady! brochures for both employers and employees to further promote the LWR! Certificate. • The Workforce Commission partnered with the Louisiana Community and Technical College System (LCTCS) to offer customized workplace literacy and technical training skills for low-income parents through a Temporary Assistance for Needy Families (TANF) Pilot (Appendix G). Utilizing funding Prepared 2002, Revised 2005 Page 13 of 19 from the Louisiana Department of Social Services, the Workplace Basic and Technical Skills Training and Retention Services program was launched. For three years, the state legislature allocated $10 million per year of surplus federal TANF block grant funds to the Basic and Technical Skills program. Using a portion of the funds allocated, the LCTCS established Workplace Literacy Labs on each of its 50 campuses The program focused on serving low-income adults in need of skills training and literacy improvements to gain and retain employment. Workplace literacy assistance consisted of WorkKeys® assessments (the three core plus the six additional assessments), correlated computerized basic skills training, and group and individual instruction. All Tuition and Upgrade Program participants were required to take part in workplace literacy assessment, completing WorkKeys® and the correlated skills instruction on WorkKeys-related software. At the completion of the workplace literacy requirement, students received LCTCS transcripts listing WorkKeys® tests taken and scores achieved. • LCTCS sites have reported success using WorkKeys® with students. For example, Bossier Parish Community College recently described the positive results experienced with 34 “at-risk” high school students who earned Louisiana WORKReady! Certificates and increased their confidence in the process (Appendix H). • Prior to the creation of the LWR! Certificate, the Louisiana Department of Labor (LDOL) had implemented WorkKeys® and job profiling in some Incumbent Worker Training Program projects at employers’ request. At the local level, LDOL has established regional WorkKeys® testing centers [now called Value Added Resellers (VARs)] utilizing the One-Stop Centers. Through this system, local workforce investment areas will use WorkKeys® to assess the workplace readiness skills of their Title I - WIA participants. Interested job-seekers will be able to determine their workplace readiness skill levels with the assistance of One-Stop Centers. • The Department of Labor has invested significantly over the past several years in the job analysis component of the system, financially supporting the training and professional development of six job profilers authorized by ACT to facilitate job analysis focus groups. Accordingly, the LDOL also uses its Business Service Representatives (BSRs) to publicize WorkKeys®, since the BSRs already visit with employers around the state. Employers will be educated about the advantages to be gained by using the WorkKeys® System, informed about the profiling services that the Department offers, and learn how WorkKeys® can affect the efficiency of current employees and how to effectively choose employees for the future. • The State Department of Education has approved and included WorkKeys® as an assessment to be administered to eligible participants in its Pre-GED Skills Options and Adult Education Programs. To ensure that students are Prepared 2002, Revised 2005 Page 14 of 19 prepared to take and perform well on WorkKeys® assessments, the Department has authorized local education agencies to purchase and offer basic skill upgrade software that correlates with WorkKeys® to students in approved programs. With input from ACT, a LA Accountability Achievement Level – WorkKeys® Comparison Table was developed (Appendix I). • The Board of Elementary and Secondary Education (BESE) is in the process of reviewing and refining the current High School Graduation Diploma Endorsement criteria. WorkKeys® is being considered as an enhancement to the existing Endorsements. • The Department of Social Services has instituted the Strategies to Empower People (STEP) Program. A result of the Personal Responsibility and Universal Engagement Act of 2003 passed by the Louisiana Legislature, the purpose of the STEP program is to provide opportunities for work-eligible families to receive job training, employment and supportive services to enable them to become self-sufficient. With the assistance of the Departments of Labor and Education, the Workforce Commission and LCTCS, the Department of Social Services offers several opportunities for advancement to STEP clients. Specifically, a job readiness element is incorporated in the STEP process. Those clients who meet the necessary requirements to participate in job readiness activities will take the Pre-WorkKeys® assessment and ultimately take the core WorkKeys® assessments. • The Department of State Civil Service has expressed an interest in possibly accepting WorkKeys® scores in lieu of some state civil service employment exams, provided scores are based on WorkKeys® Job Profiles and satisfy EEOC standards and legal precedents. • The Governor’s Adult Learning Task Force concluded that Louisiana cannot achieve economic and quality of life benefits for its citizens commensurate with the norms of the nation without significant improvement in the education attainment levels of the adult population and without addressing the mismatch between occupations in demand and worker training. More specifically, they recommended, along with others, adoption of the following two goals: That, within five years, Louisiana will double the number of adults certified annually as “workplace ready” as determined using the ACT’s WorkKeys® Assessment, and within 10 years quadruple this number. That, within five years, Louisiana will double the number of adults who become pre-WorkKeys® ready, and within 10 years quadruple this number. Prepared 2002, Revised 2005 Page 15 of 19 The Task Force further recommended that the state: Take advantage of [its] commitment to and investment in ACT’s WorkKeys® and use that instrument as the primary mechanism for measuring competence and easing transitions among various education providers and into the world of work (Appendix E). • During her inaugural year, Louisiana Governor Kathleen Babineaux Blanco assembled Enterprise Teams, comprise of state agency heads, to coordinate and more effectively and efficiently manage the resources of state government. The Secretaries of Labor and Economic Development, the Superintendent of Education (K-12), the Commissioner of Higher Education and the President of the Louisiana Community and Technical College make up the Workforce Enterprise Team which is staffed by the Workforce Commission. To begin its task of addressing workforce development from a systems perspective, the Enterprise Team agreed on and recommended to the Workforce Competitiveness Task Force three “Strategic Intents”: 1 - Create and/or reinvent and empower a system-level governance, management, and accountability structure that will be responsible for (a) articulating a vision and common agenda, (b) sustaining system level planning and outcome achievement, and (c) guiding subsystem level planning; 2 - Align system partners regionally. Undertake regional, sector-based workforce development planning, training, job matching and outreach; and 3 - Align post secondary education, job training, and workforce investment strategies with regionally based economic development priorities and targeted industry skills needs. • Louisiana Board of Regents served as the lead agency and convener of the Interagency Collaborative to design the three-level certificate. Along with the Workforce Commission and other agency partners, Regents’ staff continues to promote the Louisiana WORKReady! Certificate, WorkKeys® and the Profile XT Assessment throughout the state, region and nation. • Board of Regents staff developed a technological interface and data system for processing WorkKeys® data in order to produce the LWR! Certificates (Appendix J). The system houses the WORKReady! data reported by various WorkKeys® Assessment sites for their test-takers. The system has the capacity to issue various Certificate Production Reports (e.g. - by certificate level, region, administration site, etc.). Once Regents has validated, processed and assigned each credential a unique number, a “clean” file containing the certificate information is transmitted to the Workforce Commission. The Commission prints and issues the certificates, then forwards them to the submitting test site for issuance to the recipient(s). To date, 6,360 certificates have been issues. Of this number, 13.3% or 846 were Gold; 3,315 or 52.1% were Silver; and 34.6% or 2,199 were Bronze (Appendix K). Prepared 2002, Revised 2005 Page 16 of 19 SUMMARY, LESSONS LEARNED AND NEXT STEPS Summary Heretofore, education, workforce development, and economic development have operated independent of each other. The integrated system aligns these components, while taking into account the unique role that each must assume in making Louisiana truly “Work-Ready!” Improving the availability of a skilled labor force is critical to Louisiana’s economic future. Louisiana must continue to position itself to compete for jobs that pay livable wages. To this end, Louisiana Governor Kathleen Babineaux Blanco has charged four independent groups (the Governor’s Workforce Enterprise Team – which addresses workforce policy, the Adult Learning Task Force, the Task Force on Workforce Competitiveness and the High School Redesign Commission) to evaluate Louisiana’s current systems and make recommendations that would lead to a more cohesive system which aligns the important components of education, workforce development and economic development; eliminates silos, duplication and unproductive competition; and limits the responsible use of resources. Figure 7: Workforce Enterprise Team Graphic Louisiana’s Workforce Policy Agenda Additionally, the Governor hosted, for the first time in the state’s history, a Solutions to Poverty Summit. During the Summit, presentations on WorkKeys® and the Louisiana WORKReady! Certificate were made. At separate events, similar presentations were made to the Workforce Enterprise Team, the Adult Learning Task Force, and the Task Force on Workforce Competitiveness. A presentation is proposed for the High School Redesign Commission at a future date. Lessons Learned from Louisiana Although hindsight is 20/20, it is always a relevant exercise in which to engage and provide insight to those who would use Louisiana’s process as a model. In this regard, the following are suggested essential elements to be considered in the design, adoption and implementation of a state recognized WorkKeys®-based credential for career readiness: • At the outset, establish a full understanding of WorkKeys® as an assessment tool and how it can benefit and fit into the workforce planning and employment systems fostered by the state. Prepared 2002, Revised 2005 Page 17 of 19 • Early in the planning and design process, engage education, business, state agency and community partners in discussions on workforce, skill-level and educational needs, e.g. The Louisiana Interagency Collaborative. • Establish a forum, led by an external unbiased facilitator, in which the existing system is evaluated, information is gathered and ideas for improvement can be exchanged. • Pursue and attain “buy-in” at the highest level, e.g. Office of the Governor, to maximize exposure and support of the career readiness certificate. • Educate employers on the WorkKeys® Employability System and its benefits to businesses; • Once employers understand and appreciate WorkKeys®, explain to them the “WIIFM?” (What’s in it for me?); and the “Why?” (Why should I accept and promote this?) of the LWR! Certificate. • Establish a plan for dealing with splintering and fractionalization among partners as various components of the process evolve. • Once the credential has been established, clearly define the specifications for branding and promoting it. • Establish a viable communication network to ensure that a unified message is relayed to stakeholders at all levels. • Identify and entrust coordination to a “lead entity” whose longevity is not dictated by the state’s political process, i.e., changes in administration based on an election. • Promote the establishment of a blended funding stream that is supported by partners, employers and others benefiting from the process. • Ensure that workable data and record keeping systems are in place and fully utilized. Next Steps In order to realize the full potential of the integrated Louisiana WORKReady! System, the state-level Interagency Collaborative developed the following recommendations for consideration by key stakeholders and policymakers: 1. Fully implement the recommendations of the Adult Learning Task Force, the Solutions to Poverty Summit, and the Task Force on Workforce Competitiveness and the High School Redesign Committee, when ready (Note: This recommendation has been recently added and was not among those initially made by the Collaborative, as these initiatives had not yet taken place). 2. Representatives of statewide employer organizations, including Chambers of Commerce, trade associations, and the Louisiana Association for Business and Industry, should be engaged to help further validate minimum basic and soft skill levels required for success and to recognize the Louisiana WORKReady! Certificate as an important credential for work readiness. Prepared 2002, Revised 2005 Page 18 of 19 3. In an effort to prepare Louisianans for the demands of a global economy, training in core competencies in work readiness skills (i.e. resume preparation, work maturity and ethics, etc.) should be incorporated into all phases of the education and workforce development components of the system. 4. Louisiana's state government leaders in education, workforce development, and economic development (Governor’s Workforce Enterprise Team) should fully endorse the integrated Louisiana WORKReady! System and encourage the investment of resources (both human and financial) for its full implementation. Workforce Development Education Economic Development Louisiana WORKReady! For more information on WorkKeys® usage in Louisiana or the Louisiana WORKReady! Certificate, please contact: Dr. Lisa S. Vosper Associate Commissioner for Workforce Education & Training Address Louisiana Board of Regents Claiborne Conference Center 1201 North 3rd Street, Suite 6-200 Baton Rouge, LA 70802 E-mail/Web address E-mail: lsvosper@regents.state.la.us website: www.regents.state.la.us/workready.htm Telephone/Facsimile Phone: 225.342.4253 Fax: 225.342.6926 Note: Other agency partners participate in this effort, so inquires will be directed as appropriate. Prepared 2002, Revised 2005 Page 19 of 19 APPENDIX A: About the Louisiana Interagency Collaborative Louisiana Interagency Collaborative The Louisiana Interagency Collaborative is a network of state agencies organized to identify ways to more effectively and efficiently address common needs of the state which impact and affect the respective agencies. The Collaborative members include: • Board of Regents • Department of Corrections • Department of Education • Department of Labor • Department of Social Service • Department of State Civil Service • Louisiana Community and Technical College System • Workforce Commission Initially, the Board of Regents convened the Collaborative in 2001 to discuss the status of assessment usage in Louisiana. During this discussion, representatives expressed the need for a more coordinated system to provide assessment services for their various customer groups. All agreed that the current system did not serve the best interest of citizens, and was duplicative and costly. Thus, the group formulated a goal to "create a coordinated system of assessment which addresses both academic and workplace readiness and minimizes duplication." For over fifteen months, the collaborative met to assess the current delivery system; evaluate workplace readiness assessments; and design a coordinated system of assessment and a workplace readiness credential that would be employer valued, recognized and utilized. LOUISIANA WORKReady! is the result of this cooperative process. In 2003, the concept for a LOUISIANA WORKReady! Certificate was proposed to the Workforce Commission, which approved and initially forwarded to the Governor two (Gold and Silver) of the three Certificate levels recommended by the Collaborative. Believing that skill certificates were needed for all job levels, the Collaborative made a special presentation and urged the Commission to also adopt the Bronze Certificate, which was omitted from the original recommendation to the Governor. After the presentation, the Commission unanimously approved the Bronze Certificate and recommended it to the Governor in March of that year. The Louisiana Department of Labor and the LTC-Natchitoches campus have been engaged in WorkKeys® job profiling for several years. Two years ago, the Louisiana Community and Technical College System piloted a Workplace Literacy initiative. Using surplus funds from the LA Department of Social Services’ Temporary Assistance to Needy Families (TANF) block grant, the Workforce Commission partnered with the LCTCS to customize workplace literacy and technical skills training through the development of Workplace Literacy Labs at each LCTCS campus. Then Governor Mike Foster commended the Commission and the Interagency Collaborative for its work, adopted implementation of the LOUISIANA WORKReady! Certificate as one of his 2003 priorities, and hosted an Industry briefing to engage the business community. Currently, the Workforce Commission is serving as the issuing agency for the LOUISIANA WORKReady! Certificate. The Collaborative has widened its circle of partnership to include input from community and faithbased organizations, business and industry partners, and Louisiana Economic Development. Together, these agencies and partners will continue to work in common for the good of Louisiana. . . . And Miles To Go Before We Sleep! Louisiana Interagency Collaborative Page 2 Louisiana Board of Regents (convenor) Dr. Lisa S. Vosper, Associate Commissioner for Workforce Education and Training Louisiana Department of Corrections Ms. Jannitta Antoine, Deputy Secretary George Foster (retired), Louisiana Technical College LA Community and Technical College System State Department of Education Ms. Carol Hebert, TANF Workplace Literacy Program Coordinator Reba Poulson, Coordinator of Resource Development and Perkins Programs Ms. Melba Kennedy, Assistant Administrator Career and Technical Education Mr. Jeff Rials, Program Coordinator - Adult Literacy Services Ms. Judy Maxwell, Workforce Development Officer III - Office of Workforce Development Louisiana Department of Labor Ms. Sandra Simmons, Executive Management Officer - Office of Workforce Development (resigned) Ms. Mary Joseph, Deputy Assistant Secretary Louisiana Department of Social Services Mr. Daniel Tuman, Director of Administrative Services Support Division, Office of Family Support Louisiana Division of Administration Department of State Civil Service Mr. Kurt Smith, Human Resource Assistant. Division Administrator Louisiana State University Mr. Doug Weimer, Assistant Dean - Continuing Education Louisiana Workforce Commission Mr. Fredell Butler, Senior Policy Analyst Collaborative Facilitator Andrala Walker, Owner & Founder AWEstruck Consulting Group (formerly with Workforce Commission Staff) . . . And Miles To Go Before We Sleep! APPENDIX B: Louisiana WORKReady! Timeline TIMELINE • October 2001 The Louisiana Board of Regents convenes partners from several state agencies to discuss coordinating assessment among and between agencies. This entity becomes known as the Louisiana Interagency Collaborative. • October 2001 Louisiana Interagency Collaborative meets with staff from ACT (Karen Pennell, and Mike Valiga and James Maxey) to discuss various ACT assessments. • October 2001 The Collaborative begins to develop the framework for a statewide assessment system, including establishing a system goal; identifying customers and other stakeholders; formalizing qualities and characteristics of the system; and charting action steps. • November 2001 Members of the Collaborative team attend the National WorkKeys® Conference in Houston Texas. • December 2001 Collaborative members meet to debrief from the WorkKeys® Conference, identifying promising practices and continuing discussion on assessment coordination. • January 2002 Collaborative partners finalize system goals, characteristics, and assessment model; begin to design appropriate agency flow charts. • February 2002 Collaborative endorses WorkKeys® as the assessment with the necessary requisites to be used as the basis of the state employability certificate. • March 2002 Collaborative partners evaluate basic skill upgrade software (e.g. Aztec, KeyTrain, Plato, and WIN) and literacy intervention products (e.g. Fast Forward) to be used in conjunction with WorkKeys®. • March 2002 The concept for a coordinated assessment system and possible use of WorkKeys® is shared with staff of the Governor’s Office and the Workforce Commission. • Summer 2002 Louisiana Community and Technical College System (LCTCS) begins to pilot the WorkKeys® Assessment through its TANF Initiative. All LCTCS TANF participants receive a WorkKeys® core foundation skills assessment and the opportunity to earn the WORKReady! Certificate. • Summer 2002 The Louisiana Legislature calls for the creation of a Skills Gap Task Force to investigate the “disconnect” between the knowledge and skills citizens possess and those required to meet current market needs and grow Louisiana’s economy. • December 2002 The LOUISIANA WORKReady! Certificate and the three levels are presented to the Workforce Commission and Governor’s Staffs. • January 2003 The Collaborative begins a second phase evaluation and identification of employability skill assessment products • February 2003 WorkKeys® endorsed and three Certificate Levels recommended • February 2003 Two of the three recommended LOUISIANA WORKReady! Certificate levels (Gold and Silver) approved by Workforce Commission & recommended to the Governor. • March 2003 Believing that skill certificates were needed for all job levels, the Collaborative makes a special presentation and urges the Workforce Commission to adopt the Bronze Certificate. • March 2003 The Commission unanimously approves the Bronze Certificate and recommends its inclusion to the Governor, assuring skill certificates for jobs at all levels and making Louisiana the first state in the nation to offer the Bronze Certificate. • April 2003 Governor Mike Foster identifies LOUISIANA WORKReady! as one of his priorities for 2003 and issues a letter of support. Governor Foster also recognizes the work of the Interagency Collaborative and the Workforce Commission. • May 2003 Presentation on LOUISIANA WORKReady! made during a session of the 2003 National WorkKeys® Conference. • June 2003 LOUISIANA WORKReady!: What Is All The Talk About? Conference held June 9-11, 2003 in Baton Rouge, Louisiana (500+ attended). • October 2003 Louisiana’s Career Readiness work highlighted at the National ACT Board of Director’s Meeting in Iowa City, Iowa • 2003 – 2004 Numerous parish, state, regional and national presentations made to raise the awareness of WorkKeys® and the Profile XT assessments and the LOUISIANA WORKReady! Certificate. • 2004 Agencies continue to develop, refine and implement the action plans for their agencies to use/incorporate WorkKeys® and LOUISIANA WORKReady! Certificate. the • June 2004 Presentation of LOUISIANA WORKReady! highlighted during the Closing Keynote Session of the 2004 National WorkKeys® Conference in Miami, Florida. • August 2004 Presentation of LOUISIANA WORKReady! highlighted during the 2004 National SHRM Conference in New Orleans, Louisiana. • 2005 And miles to go before we sleep. . . APPENDIX C: Initial Assessment Activities in Louisiana Statewide Statewide Out of Level (Special Education) Iowa LEAP (Louisiana Education Assessment Program) Alternative Students in grades 8 and 10 Grades 3 - 9 Grades 3, 5 - 7, and 9 Grades 4 & 8 ! Interest Aptitude ! Monitor student achievement ! Monitor student achievement ! Accountability Board of Regents State Agency Budget Who Pays Statewide EPAS (Educational Planning and Assessment System: Explore and Plan) Grades 10-12 (taken at various points during high school) Purpose of Assessment Statewide ACT, SAT, PACT, PSAT Grades 10 and 11 Student Who Is Assessed? Statewide GEE 21 (Graduation Exit Exam) Grades 10-12 ! Skills State Agency Budget Assessment Used Statewide ASVAB Grades 11 & 12 ! Academic/Career predictor ! Accountability/Graduation Inventory ! Career Interest/Aptitude Test ! Prepare for the GED Qualifying ! Job Placement (TABE) ! Measuring academic growth instruction ! diagnostic for individualized placement ! to determine literacy level Testing) ! Students - Pre- and Post Testing ! ESL Students – Pre- and Post Students age 17 and above Students 19 and above (optional) No charge to students Usually the local program. Exceptions: in some areas students pay a fee when tested for “Ability to Benefit.” and job placement for Business. No Charge State Agency Budget Student State Agency Budget State Agency Budget Participating LEA IBC (Industry-Based Certification) Grade 12 ! Academic, College Success Participating LEAs HSTW (High Schools That Work) AMES (Adult Measure of Educational Skill) 1-8 1, 3-7 BEST (Basic English Skills Test) 1,4 CASAS (Comprehensive Adult Student Assessment System) 1-7 TABE (Test of Adult Basic Education) Participating LEAs Region # i.e.—labor market regions Appendix C: A View of Assessment Practices Among State Agencies Agency/Entity LA Department of Education: Career and Technical Education Adult Education 1-8 GED (General Educational Development) Practice Test* Source: Louisiana Interagency Collaborative, 2001. Purpose of Assessment Job Placement Career Advancement Targeted Training Career Planning To determine skill levels and eligibility for program entry State Agency Budget/Federal Student College Budget/Student Fees College Budget/Student Fees Who Pays Appendix C: A View of Assessment Practices Among State Agencies Who Is Assessed? LCTCS Community Colleges Assessment Used ! To determine placement in entrylevel college courses or if scores indicate appropriate remedial/developmental course(s) Region # i.e.—labor market regions All new full and part-time certificate and associate degree seeking students. Agency/Entity ASSET/COMPASS All students – used as a pre- and post test. Louisiana Board of Regents TABE Statewide Statewide All applicants requesting admission for the freshman class ! ! ! ! ! Scores are used to place students at appropriate levels in freshman courses, for counseling, and for selection of scholarship recipients. ! To determine skill levels and eligibility for program entry. Technical College ACT, ASSET/COMPASS WorkKeys *Campus -specific placement test Statewide Statewide enter the workforce ! Youth and Adults ! Job Applicant ! Career interest inventory ! Work value inventory ! Assessment ! Program Placement ! Targeted Training Civil Service (State) ! TANF recipients ! Welfare to Work Recipients ! Employment/Job Placement ! Advancement; Probational/ Promotional Knowledge/Skills and Abilities State Agency Budget Use varied types of assessments, including SAGE and TABE ! Academic Assessment Statewide ! Inmates ! Job Applicants ! Promotional Candidates JSEP (Job Skills Enhancement Program); Professional Entry Test (PET) Statewide Regional and Statewide SAGE TABE ONET Work Importance Locator ONET Interest Profiler ! Incumbent Workers ! Adult Learners preparing to LSU System Southern Univ. System Univ. of LA System Department of Labor LWIAs and One Stop Centers Department of Social Services Civil Service Department of Corrections TABE Source: Louisiana Interagency Collaborative, 2001. APPENDIX D: Skills Gap Chart & Skills Gap Task Force Report Executive Summary 2000 Census Occupational Profile of jobs in Louisiana2 23% require 4year college degree 2012 Projected Occupational Profile of jobs in U.S.3 The Workforce Gap How Louisiana’s Class of 2002 (not just graduates) choose to prepare for the workforce1 19% require 4year college degree (PROFESSIONAL) 25% require high school diploma or equiv. and no job specific preparation (SKILLED) (UNSKILLED) 23% require high school diploma or equiv. and no job specific preparation (SKILLED) 54% require 2year associate’s degree or advanced training (UNSKILLED) 56% require 2year associate’s degree, certificate or advanced training (PROFESSIONAL) 31% entered 4-year public or private colleges 6% entered 2-year colleges, proprietary schools or apprenticeship programs 29% graduated and entered directly into the labor market 34% dropped out of the system before completing high school or left the state Sources: Louisiana Department of Education, Annual Financial and Statistical Reports 1998-1999, 2002-2003; Louisiana Board of Regents, Statewide Student Profile System and estimates by Systems Solutions Consulting; Demographic estimates by U.S. Census Bureau and Dr. Raymond Brady, Systems Solutions Consulting. (November 2004) 1 The Class of 2002 was estimated at 70,281 based on US Census data. There were 46,050 High school graduates (public, private and other) in 2002. Post-secondary education participation was based on data available from the Board of Regents. Occupational data is from STF3 File of the 2000 Census; classifications were developed by Dr. Raymond J. Brady, Systems Solutions Consulting based on O-NET and LDOL input. Based on Bureau of Labor Statistics projections to 2012 adjusted to reflect 2000 Census distribution. 2 3 RIGHT H ERE, RIGHT NOW! LOUISIANA’S URGENT AGENDA FOR A KNOWLEDGE ECONOMY WORKFORCE EXECUTIVE SUMMARY An 18-member Skills Gap Task Force met for three months in the fall of 2002, charged by the Louisiana Legislature with making recommendations to close the state’s growing skills gap. The Task Force defined the skills gap as two kinds of crises: 1. the difference between the knowledge and skills Louisiana citizens possess and those required to meet current market needs as well as opportunities of the emerging knowledge economy and 2. the shrinking of our primes age workforce due to falling birth rates, out-migration, aging workforce nearing retirement, and the loss of excessive numbers from our education pipeline. Task Force members and staff tapped the current thinking of more than 20 economic and workforce development groups. Two in particular resonated with the Task Force and powerfully influenced its findings and recommendations: South Carolina’s Pathways to Prosperity and Southern Growth Policy Board’s The Mercedes and the Magnolia. The Task Force members offer the three recommendations in this Executive Summary as priorities to the House and Senate Committees on Education and Labor and Industrial Relations. The report sends a message to employers, the Governor, the boards and agencies responsible for the delivery and funding of workforce education and training, and in fact to all Louisiana citizens. Thanks to leadership – from policymakers to classroom teachers to visionary employers – Louisiana has taken significant steps during the last six years to close the skills gap. But there is still much to do. While promising Louisiana reforms such as early childhood initiatives are longterm investments, skills gaps and worker shortages exist right here, right now. This gap is creating problems that will have long-term effects on our people and our economy. Those who enter the workforce immediately after exiting high school without the requisite workplace skills, especially dropouts, are shortchanging the future. If current student trends continue, many of these young people are not likely to seek additional training for up to ten years. This is the immediate problem. Meanwhile, employers are interested in locating and expanding in geographic areas with workers who have the skills for a knowledge-intensive economy. Unfortunately, many of our workers with those skills are part of the outward migration of Louisiana’s young better-educated families. So while these are immediate problems, there are no “quick-fix” solutions. Louisiana needs a seamless education system that closes the gap between the knowledge and skills students possess and what good jobs require of workers. We need more people who know how to apply academic and technical skills to their work environment and more who are capable of using today’s technology. Just as importantly, we need more people – including parents and students – who understand the kinds of jobs available in today’s job market and the kinds of education required to land and keep those jobs. And we need that right away. If Louisiana is to prosper, then we must close the present skills gap. We must take action right here, right now to create in Louisiana a talent pool capable of meeting our current market needs as well as the opportunities of the emerging, knowledge-based economy. It is in this spirit that we offer recommendations in the hopes that others will join us in collaborating, taking action, and working toward Louisiana’s economic prosperity. Right here, right now, in Louisiana, Task Force members offer the following three recommendations. Recommendation 1: Create a seamless education system for ALL students that includes career concentrations, has links to work-based knowledge, ties curricula for all students to market demand and post secondary education/training requirements, and provides portable credentials. Strategies: o Strengthen funding and accountability for the Career Options Act 1124. o Invest in industry-based certification for students. o Expand Advanced Placement, dual enrollment and Tech Prep. o Make college courses transferable among public institutions. o Create a funding incentive for articulated programs. o Adopt a career/technical high school diploma enhancement/endorsement. o Implement educator advisement programs in middle schools, high schools, and colleges. o Expand teacher participation in professional development programs. o Provide students and their parents with information about market shifts and alternatives to a four-year college education plan. o Make more productive use of the senior year in high school. o Promote student-managed career portfolios that document both academic and careerrelated skills. o Emphasize accountability measures that reward schools for improving completion rates, including reclaiming dropouts. o Expand the accountability measures for colleges to include participation in economic and workforce development initiatives. o Revisit funding for higher education. o Maintain and sustain effective school reforms now in place and expand promising practices. o Create more awareness about the value of the community/technical college system among educators and the public. (See Recommendation 3) Recommendation 2: Provide technology education for educators, students PK-16 and adults that increases information technology fluency, infuses computer skills into all curricula, provides career information, teaches civic responsibility and the work ethic, and enhances literacy and business communications skills. Strategies: o Develop materials for students on careers in information technology. o Follow up and inform Temporary Assistance to Needy Families (TANF) participants. o Develop computer education in innovative ways and deliver it in places that engage parents and students. o Discover or create computer programs that teach civic responsibility and the work ethic. o Create incentives to motivate employers to become engaged. o Provide tax incentives for employers and others who wish to donate computers and training. o Find ways to get more computers and Bandwidth into schools and homes. o Encourage students to use the senior year more productively. o Find ways to encourage educators to embrace technology and use it in the classroom. o Expand the Computers for Louisiana Kids (CLK) initiative. o Explore ways to assist small businesses in providing work-related learning and soft skills training to prospective employees. Recommendation 3: Develop a strategic communications plan engaging key stakeholders in a process that will increase awareness of the need to link employer needs in preparing Louisiana students for the knowledge economy. Strategies: o Identify the stakeholders and evaluate stakeholder roles. o Convene a statewide public relations committee charged with developing a strategic communications plan. o Implement a statewide communications plan. o Develop an Honor Roll/Report Card that recognizes accomplishments of employers and educators in tying education to market needs. o Strengthen Career Options Act 1124. One measure that will help gauge Louisiana’s success in implementing these three Skills Gap Task Force recommendations is the extent to which Louisiana continues to emerge as a leadingedge reform state in economic development and workforce education and training. Indicators of success should include the extent to which the Legislature and the next Administration sustain Louisiana’s bold reforms and take them to the next level. APPENDIX E: Adult Learning Task Force Report Recommendations Report of the Adult Learning Task Force Submitted to: Governor Kathleen Babineaux Blanco Senate President Donald Hines House Speaker Joe Salter Senator Sharon Weston Broome Representative Willie Hunter, Jr. Senator J. Chris Ullo Representative Carl Crane January 27, 2005 F. Emphasize linkages between literacy and vocational/technical skills, especially skills related to the state’s highest demand occupations. G. Emphasize transitions in the educational/work pipeline that make learning, both formal and informal, a lifelong endeavor. H. Include the perspective of the adult learner in devising strategies and responses to the adult learning needs of the state. V. RECOMMENDATIONS The Task Force envisions an adult learning system for Louisiana in which adults in each parish: • Have an easily accessible point of entry to educational programs and support services appropriate to their needs. • Are helped to succeed in their learning endeavors. • Are helped to develop a portfolio of lifelong learning experiences and credentials. • Can draw on the educational resources of all the education providers in the state of Louisiana. • Have their level of learning certified in ways that ease their transitions to the next levels of education and improve their employability. In order to achieve this vision, the Task Force makes the following recommendations: A. That an Adult Learning Policy Council be established with membership comprised of the chief executives (no substitutes) of entities deemed appropriate by the Governor. This Council should be charged with: 1. Articulating a clear set of goals for adult learning (see section II for a starting point) and developing strategies for reaching these goals. 2. Creating a mechanism for monitoring progress toward the achievement of those goals—and making data readily available through a user-friendly medium. The measures should be commonly defined across all programs so that the results can be compared and program contributions to goal achievement measured. 3. Developing and broadly distributing an annual report card that describes progress being made and compares Louisiana to other states on a set of key indicators. 4. Developing coordinated policy regarding adult learning. 5. Receiving new state dollars for purposes of enhancing adult learning and allocating those dollars in ways that will leverage current program funds to the maximum extent possible. 9 6. Recommending to the Governor a strategy for institutionalizing the work of the Council and ensuring the sustainability of the policy leadership with which it is charged. B. The Adult Learning Policy Council should not immediately promote action designed to restructure the existing mechanisms for delivering adult learning programs. Rather, it should: 1. Establish goals for improvement in every parish of the state. 2. Designate a lead entity in each parish responsible for: • Establishing local goals in consultation with the Policy Council. • Coordinating efforts of various providers to achieve these goals. • Monitoring and reporting on performance. 3. Utilize and encourage both public and private providers. 4. Restructure the delivery system, if necessary, to reach performance goals based upon a rigorous evaluation after three years if the proposed approach is not successful. C. Take advantage of the state’s commitment to and investment in ACT’s WorkKeys and use that instrument as the primary mechanism for measuring competence and easing transitions among various education providers and into the world of work. This means that it will be important to: 1. Assess entrants into adult learning programs, using WorkKeys readiness assessments as appropriate, to determine whether or not individuals are ready to take core WorkKeys assessments. 2. Use ability to pass WorkKeys readiness assessments as an indicator of successful completion of ABE programs. 3. Devise a WorkKeys profile that will be broadly accepted (as an alternative to a high school diploma or GED) as a determinant of eligibility for entrance to the LCTCS. This, in essence, would require profiling “Freshman Year in LCTCS” to establish levels of basic skills (general education) required for successful participation. 4. Provide WorkKeys certifications for individuals completing programs designed to prepare them for specific occupations. 5. Provide learners with ACT WorkKeys job profiles in the area of their career interest to use in setting goals for their basic skills attainment. 10 6. Provide promotional materials and dissemination of information about WorkKeys to learners and employers across the state. 7. Promote the utilization of WorkKeys by employers through: • Engaging employers in determining levels of skills needed by their employees. • Communicating the importance of utilizing WorkKeys to ensure that employees have these skills. • Promoting broad adoption and utilization by employers. 8. Provide colleges and universities with ACT WorkKeys job profiles in the areas of career education and training they provide to use in setting goals for the basic skills attainment of the students in those programs. D. Formally expand the mission of the LCTCS to encompass adult learning programs for individuals who can pass the WorkKeys readiness assessment but who do not yet meet the WorkKeys profile required for successful LCTCS participation. In essence, this encourages LCTCS to provide the equivalent of developmental education to students who have not completed high school. LCTCS should be supported in this effort by adjustments in current state funding formulae. E. More fully engage employers in creating greater demand for adult learning and workready certification. Specifically the Task Force recommends that: 1. State government, as an employer, take the lead in promoting literacy for all its employees. This should include: • Profiling state positions (at least those with large numbers of employees against WorkKeys criteria). • Using WorkKeys as an assessment device for all potential new employees. • Providing training (during the work day) that will assist all existing employees to achieve the appropriate WorkKeys levels for the position they currently hold or wish to obtain. If there are state positions requiring skills at less than a high school level, skills associated with entry to LCTCS should be the target. 2. State government encourage all other public sector employers—school districts, parish governments, etc.—to follow suit. For those entities receiving state funds, require an annual report indicating: • Number of employees falling below the skill level threshold of profiled jobs at the beginning of the year. 11 • Number of employees who have achieved the level during the course of the year. • Number of employees below “standard” at the end of the year. 3. Incentives be created for private sector employers to: • Require appropriate demonstration of competence in the hiring process. • Increase literacy levels of current workers. Tax credits provide one mechanism for accomplishing this. Another is to make direct payments to employers for increasing (using WorkKeys in a pretest/posttest mode) learning among their employees. 4. Promotional materials and dissemination of information about work-ready certification be provided to employers throughout the state. F. Allocate additional state resources for support of adult learning programs and services to be used to make adult education a truly comprehensive statewide program rather than an aggregation of federal programs. These resources should be allocated by the Policy Council to such purposes as: 1. Providing the policy leadership entity with funds to be used to make adult education truly a state program rather than an aggregation of federal programs. 2. Creating points of entry to adult learning services at all educational levels in all parishes. 3. Enhancing the capacity of LCTCS to provide adult literacy education to adults who have passed WorkKeys readiness assessments but have not demonstrated skill levels that would prepare them for successful postsecondary education participation. This can be done as a program investment early in the process (e.g., to support Literacy Labs) or on a performance basis after the capacity is created. 4. Establishing a financial aid program designed to meet the needs of adults, particularly those who are part-time learners and who have financial need. Alternatively, this could include a learner incentive program based upon demonstrated achievement of learning objectives. 5. Funding a promotional campaign directed at workers, learners and employers, and conducted in collaboration with SREB, emphasizing the importance of skills acquisition, work-ready certification and lifelong learning. Campaign strategies should include distribution of information through non-traditional channels (e.g., grocery stores, day care centers, movie theaters, etc.). 6. Expanding the use of technology to reach adult learners. 12 7. Increasing the emphasis on life skills, including those “soft” skills employers deem as critical to success (e.g., communication skills, computer skills, including accessing information online, etc.) through the development of an appropriate course on job readiness and expanded use of Profile XT and other mechanisms which document job fit. 8. Support programs for preparation of adult education teachers. G. Establish a statewide educational “portal” that will highlight adult learning resources and services and make navigating educational access through a single point of entry (“one-stop shop”) easy for Louisiana’s citizens. H. Establish or expand current data collection systems to ensure timely and regular reporting of data against the goals and benchmarks established by the state. As part of the enhanced data collect system, create the capacity to track levels of participation by the private sector. I. Recommit all “partners” in the educational pipeline to design, adjust or amend programs and services to become as “adult friendly” as possible to support the state’s goals. J. Current state policies should be reviewed and amended as needed to remove unintended barriers to adult learners. 13 APPENDIX F: The Profile XT Overview & Sample Report Overview of the JobFit Technology Program Profiles International, Inc. 7427 Hwy 1 Donaldsonville, LA 70346 225.746.0600 or 800.434.2630 Overview of the JobFit Technology Program: The Profile XT: The Profile XT is an all-purpose assessment that measures the qualities that make up "The Total Person" - Thinking-style and Reasoning. Occupational Interests, and Behavioral Traits. It is convenient and easy to use, requiring only 60 minutes to take over the Internet, on a PC, or with a booklet and pencil -- no administrator or proctoring is required. The Profile XT is used for placement, promotion, self-improvement, coaching, succession planning, and job description development. While no standardized assessments can be customized, the Profile is more versatile. It can develop Job Match Patterns that are customized by company, department, manager, position, geography, or any combination of these factors. Job Match Makes the Difference Job Match Patterns are important because they allow you to match the individual attributes of people with the qualities important to success in specific jobs. Studies have shown that Job Match is a more accurate predictor of job success than any of the commonly accepted factors, such as education, experience, or training. When you match people with their jobs, you gain productivity and jobsatisfaction as you diminish stress, tension, conflict, miscommunication, and costly employee turnover. Seven Reports The Profile XT can produce seven types of reports: • • • • • • • Individual Report - A guide for self-understanding Placement Report - Selecting the right people through Job Match Multi-Job Match Report - Useful for succession planning and reassigning employees to new positions Coaching Report - An excellent training and development tool Job Profile Summary Report - Used with job descriptions to more accurately define job requirements Summary Reports - To give you a "snapshot" of essential information Graph Report - For visual analysis of Job Match Easy to Use The Profile XT can be conveniently administered in several ways - over the Internet, or at your site, using either a computer or an assessment booklet. Results are immediate thanks to computer technology, and the reports you choose are in your hands in just minutes. The Profile XT is the assessment to use for a thorough analysis of people, job responsibilities, and Job Match. It is a valuable tool that will help you build your organization and reach your goals. Product Dimension The Profile XT & Career Coach Assessment Primary Purpose Pre & Post Employment; Coaching & Training, Succession Planning, Benchmarking, Career Planning Areas of Cognitive Ability Measured 5 Behavioral Traits Measured 9 Occupational Interests Measured 6 Average Reliability .82 Distortion Scale Yes Job Success Predictability Yes Customized Job Match Patterns Free Scoring Method Online + Number of Standard Reports 7+ Interview & Coaching Questions with the Reports Yes Report Turn-Around Time Immediate Require Experts to Interpret No Secure Website for Company Control Yes Time to Take 50 minutes Technical Manuals Yes Complete Pre & Post Employment Product Suite Yes Compliance Complies with ADA, EEOC, Civil Rights. Meets and exceeds US Department of Labor Guidelines for Assessments Administration Internet, PC, or paper and pencil (booklet) Validated Yes – Even if English is second language Accurate Yes Reliable Yes Career Coach Assessment: Profiles Career Coach does an analysis of an individual's thinking style, occupational interests, and job-related behavioral traits and compiles the data into an accurate picture of the individual. This profile is compared to hundreds of occupational profiles compiled by the Profiles International research staff, using the occupational research database of the US Department of Labor. The Career Coach Report provides descriptions of the person's characteristics, a list of jobs and careers with which the person appears to have a job match, and suggestions for gathering additional information about jobs and careers. Included is information about how to access the O*NET Occupational Information Network. O*NET is a comprehensive database of worker attributes and job characteristics which has replaced the Dictionary of Occupational Titles. O*NET is the nation's primary source of occupational information. Profiles Career Coach helps take the guesswork out of career selection. It guides in the development of a career in which an individual can find success and job satisfaction. Profiles Career Coach is an extremely valuable tool for anyone doing career planning. The Performance Indicator: The Profiles Performance IndicatorTM is easy to use. In just 15 minutes, an employee responds to thirty questions. The responses are entered into a desktop computer and, moments later you can be reading an informative and revealing Management Report. If you have ever wished employees came with instructions, Performance IndicatorTM Management Reports will be like a wish come true. They are filled with essential information about your people, describing significant job-related behavioral tendencies in these seven key measurable areas: • • • • • • • Productivity Quality of Work Initiative Teamwork Problem Solving Response to Stress and Conflict Work Motivation Profiles Performance IndicatorTM Management Reports give you a tremendous advantage in developing the potential your employees bring to the job. Reports are filled with specific, individualized management suggestions for working more productively with each person you manage. Morale gets a terrific boost because your communication with employees is personalized. They feel your attention is customized to their needs, their personality and their best interests. The improvement in communication and work motivation leads to significant gains in productivity as more individual, departmental and organizational objectives are reached. As an added bonus, the Profiles Performance IndicatorTM has a second report, an Individual Report, to provide your employees with valuable feedback. It gives them information and ideas for professional growth. The report is also their guide to better communication and cooperation with co-workers. It helps them understand their on-the-job attitudes, emotions and behaviors. A big employee payoff comes in building relationships, improving work performance and increasing job satisfaction. Results are immediate! The Profiles Performance IndicatorTM is the right management tool for your organization. It's an "Everybody Wins" system that pays big dividends. What the Profile XT Measures Profile for Thinking Style Learning Index - An index of expected learning, reasoning and problem solving potential. Verbal Skill - A measure of verbal skill through vocabulary. Verbal Reasoning - Using words as a basis in reasoning and problem solving. Numerical Ability - A measure of numeric calculation ability. Numeric Reasoning - Using numbers as a basis in reasoning and problem solving. Profile for Behavioral Traits Independence - Tendency to be self-reliant, self-directed, to take independent action and make own decisions. Objective Judgment - The ability to think clearly and be objective in decision-making. Energy Level – Tendency to display endurance and capacity for a fast pace. Assertiveness – Tendency to take charge of people and situations. Leads more than follows. Sociability – Tendency to be outgoing, people-oriented and participate with others. Manageability – Tendency to follow policies, accept external controls and supervision and work within the rules. Attitude – Tendency to have a positive attitude regarding people and outcomes. Decisiveness – Uses available information to make decisions quickly. Accommodating – Tendency to be friendly, cooperative, agreeable. To be a team person. Profile for Interests Enterprising – Indicated interest in activities associated with persuading others and presenting plans. Financial/Admin – Indicated interest in activities such as organizing information or business procedures. People Service – Indicated interest in activities such as helping people and promoting the welfare of others. Creative – Indicated interest in activities using imagination, creativity and original ideas. Technical – Indicated interest in scientific activities, technical data and research. Mechanical – Indicated interest in working with tools, equipment and machinery. August 20, 2004 Sally Sample Confidential Placement Report for Sally Sample Manager Saturday, January 4, 2003 Profiles International, Inc. 7427 Hwy 1 Donaldsonville, LA 70346 225.746.0600 Pattern Date: 1/4/2003 12:12:05 PM Copyright 1999-2003 Profiles International, Inc. 1 August 20, 2004 Sally Sample Profile for Thinking Style The Darker shading represents the Job Match Pattern for the role of Customer Service Representative. The larger box indicates this individual’s score. Learning Index – An index of expected learning, reasoning and problem solving potential. 1 2 3 4 5 6 7 8 9 10 Verbal Skill – A measure of verbal skill through vocabulary. 1 2 3 4 5 6 7 8 9 10 Verbal Reasoning – Using words as a basis in reasoning and problem solving. 1 2 3 4 5 6 7 8 9 10 Numerical Ability – A measure of numeric calculation ability. 1 2 3 4 5 6 7 8 9 10 Numeric Reasoning – Using numbers as a basis in reasoning and problem solving. 1 2 3 4 5 6 7 8 9 10 81% match with Thinking Style Pattern for the Customer Service Representative position. Sally Sample has a 74% overall match for the Customer Service Representative position. Copyright 1999-2003 Profiles International, Inc. 2 August 20, 2004 Sally Sample Profile for Behavioral Traits Energy Level – Tendency to display endurance and capacity for a fast pace. 1 2 3 4 5 6 7 8 9 10 Assertiveness – Tendency to take charge of people and situations. Leads more than follows. 1 2 3 4 5 6 7 8 9 10 Sociability – Tendency to be outgoing, people-oriented and participate with others. 1 2 3 4 5 6 7 8 9 10 Manageability – Tendency to follow policies, accept external controls and supervision and work within the rules. 1 2 3 4 5 6 7 8 9 10 Attitude – Tendency to have a positive attitude regarding people and outcomes. 1 2 3 4 5 6 7 8 9 10 Decisiveness – Uses available information to make decisions quickly. 1 2 3 4 5 6 7 8 9 10 Accommodating – Tendency to be friendly, cooperative, agreeable. To be a team person. 1 2 3 4 5 6 7 8 9 10 Independence – Tendency to be selfreliant, self-directed, to take independent action and make own decisions. 1 2 3 4 5 6 7 8 9 10 Objective Judgment – The ability to think clearly and be objective in decisionmaking. 1 2 3 4 5 6 7 8 9 10 61% Behavioral Traits Pattern match for the Customer Service Representative position. Sally Sample has a 74% overall match for the Customer Service Representative position. The Distortion Scale Score on this assessment is 9. The Distortion Scale deals with how candid and frank the respondent was while taking this assessment. The range for this scale is 1 to 10, with higher scores suggesting greater candor. Copyright 1999-2003 Profiles International, Inc. 3 August 20, 2004 Sally Sample Profile for Interests For the Job Match Pattern under consideration, the top three interests in descending order are: Enterprising, Financial/Admin and People Service. The other three interests have no impact on this position. The top three interests for Sally in descending order are: Enterprising, People Service and Creative. Ms. Sample shares two of these interest areas: Enterprising and People Service Top three Interests for this position Enterprising – Indicated interest in activities associated with persuading others and presenting plans. 1 2 3 4 5 6 7 8 9 10 Financial/Admin – Indicated interest in activities such as organizing information or business procedures. 1 2 3 4 5 6 7 8 9 10 People Service – Indicated interest in activities such as helping people and promoting the welfare of others. 1 2 3 4 5 6 7 8 9 10 Interests not relevant to this Position Creative – Indicated interest in activities using imagination, creativity and original ideas. 1 2 3 4 5 6 7 8 9 10 Technical – Indicated interest in scientific activities, technical data and research. 1 2 3 4 5 6 7 8 9 10 Mechanical – Indicated interest in working with tools, equipment and machinery. 1 2 3 4 5 6 7 8 9 10 When the top three interests are in common, the Job Match Percentage is greater than if there are fewer than three in common. Sally Sample has an 86% match with Interest Pattern for the Customer Service Representative position. Sally Sample has an overall match of 74% for the Customer Service Representative position. Copyright 1999-2003 Profiles International, Inc. 4 APPENDIX G: LCTCS TANF Initiatives LOUISIANA COMMUNITY AND TECHNICAL COLLEGE SYSTEM TANF Funds and the ACT WorkKeys® System System President: Dr. Walter G. Bumphus $10 million dollars of Temporary Assistance to Needy Families (TANF) funds were provided to the Louisiana Community and Technical College System through the Governor’s Office of the Workforce Commission for FY02 to provide educational training services for low-income Louisiana parents. This state wide initiative provided funding to all 49 LCTCS campuses for tuition and upgrade skills services that include full tuition cost, books and supplies, educational and employment counseling, plus support services of child care and transportation. Over 3500 participants were served in the first year of operation surpassing the initial target of 2800. Additionally, first year funds provided for enhancement projects that were specifically targeted to build the capacity of the LCTCS campuses in the areas of workplace literacy and early childhood education. Through competitive proposal submissions campuses were awarded TANF dollars to increase the capacity of on-site child-care and family literacy services. Workplace literacy computer laboratories, software and instructional personnel services were provided to all 49 campuses to provide WorkKeys® assessments for all TANF participants. Nearly $20 million dollars of TANF funds have been awarded to the LCTCS for FY03. Three separate initiatives have been allocated from the Department of Social Services to the LCTCS through the last legislative session. TANF 1 funding provides $11.3 million dollars of funding to the LCTCS through the Governor’s Office of the Workforce Commission to continue tuition services and to provide customized training for the unemployed and underemployed parents of private and public agencies in the state. Upgrade and tuition services currently utilize TANF funding to provide instructional and support services, as well as industry-based certification training in demand occupational areas. This year’s funding also provides tuition services to participants referred by Support Enforcement Services and Drug Courts. TANF 2 provides $5 million dollars, allocated directly to the LCTCS, to partner with the Louisiana Department of Economic Development to provide training for employers that are creating new positions within existing businesses or for new industry locating to Louisiana. This training is targeted to specific occupational clusters identified by LED. TANF 3 partners the LCTCS with the Louisiana Department of Public Safety and Corrections. $3M of training funds has been made available to train male parent inmates housed in state or local facilities that have served the majority of their sentence and are nearing release. All three initiatives are providing WorkKeys® assessments for each of the 1500 participants served to date for the present fiscal year. (The workplace literacy services provide, focus on the identification of each student’s employability skill levels.) Workplace literacy services that each TANF participant receives includes: • Work Keys Readiness Screening Instrument • Assessments in all Work Keys skill areas • Individualized counseling/advising sessions to determine and relate skill level goals to technical training areas • Individualized instruction for skill upgrade training in skill areas as needed • A certificate of achievement, listing Work Keys skill levels achieved - in addition to the technical diploma, certificate, or industry-based certification • Assistance with placement in employment Over $4.9 million dollars, from both FY 02 and 03 funds, have been utilized to build the capacity of each of the 49 LCTCS sites to provide Work Keys assessments and skill upgrade training. Each campus also has the assistance of a state wide Workplace Literacy Coordinator to oversee all workplace literacy projects. These LCTCS initiatives are serving as the model/pilot for implementation of the Louisiana Work Ready Certificate. Completers of these programs will be well placed to become some of the first recipients of the LWRC. All 49 LCTCS campuses have the capacity to become the foundation of the state wide system intended to provide WorkKeys assessment services to Louisiana citizens. Report Submitted by: Jacqueline Ackel and Carol Hebert, 2003 APPENDIX H: An Example of Success APPENDIX I: LA Accountability Achievement ® Levels – WorkKeys Comparison Table ACT WorkKeys Skill Level Illustrations Louisiana Accountability Achievement Level Skill Level Unsatisfactory 1 Approaching Basic 2 Reading for Information • Identify word meanings as defined within a passage. 3 • Recognize steps and sequences. • Recognize direct applications of instructions and directions. • . Recognize cause and effect. • Identify less obvious details. Mastery 4 • Apply multiple-step directions to situations described in a passage. • Apply complex directions. • Apply directions to new situations. • Understand paraphrased definitions of technical language Advanced 5-7 Locating Information* • ACT does not measure these levels through its assessments. The ACT Readiness Assessment determines if an individual is prepared at the basic level (3), but does not differentiate between level 1 and level 2. However, basic skill instructional software which has been correlated to WorkKeys® (e.g. – WIN or Key Train) can provide information for these levels. • Identify basic details and concepts. Basic Applied Mathematics Complete problems which require: • Computation of whole numbers. • Adding/subtracting of positive and negative numbers. • Changing of number forms. Complete problems which require: Find one or two pieces of information in elementary graphics such as: • Simple order forms. • Bar graphs and tables. • Flow charts and floor plans. Find several pieces of information among elementary graphics: • Reading simple graphs/ diagrams. • Summarize and compare trends. • Working with fractions, decimals or percentages. • Determine the relationship among graphics. • Calculation of rations, averages and proportions. Complete problems which require: • Looking up and using formulas. • Explain rationale that describes policies or procedures. • Calculation of mixed numbers. • Generalize from content to new situations. • Computation of “best deal”. • A number of set-up steps. • Recognize from context less common meanings of terms. • Use of extraneous information. • Recognize and define technical language from use in context. • Multiple-step conversions. • Identify general principles and apply to new and complex situations. • Calculation and use of multiple rates in comparisons. • Correction of mistakes. • Multiple and complex steps of reasoning and computation. Summarize/compare information trends among elementary graphics: • Relate information among graphics. Sort through distracting information among graphics. Draw conclusions from information presented in graphic form: • Apply information from graphics to specific situations. • Make decisions/predictions requiring judgment based on the analysis of data within graphics. • Finding mistakes in multiplestep calculations. Note: – Skill level descriptions apply both to ACT WorkKeys Occupational Profiles and ACT WorkKeys test scores. – ACT WorkKeys Reading for Information, Applied Mathematics and Locating Information test scores below Level 3 mean that the test taker was unable to meet the skill level which employers set for the entry-level standard for jobs. – Levels 1 & 2 correspond to Louisiana Accountability Achievement Levels as Unsatisfactory and Approaching Basic, respectfully. * Skill Level 6 is the highest skill level assessed in Locating Information. APPENDIX J: LWR! Certificate Web Application Web Application Board of Regents/Workforce Commission Scheduled Output Reports __________________ PDF, XLS, WK1, XML, HTML, CSV, or TXT BoR Database Server HTML Forms / Download Certificates and Reports WorkReady! Certificate Web Application 2. Production reports c an be run nightly, weekly, monthly or "on-demand". Certificat es, Reports and Data Extracts a re all accessible via the web applicati on. WorkReady! Database _________________ SSN NAME ADDRESS CITY STATE ZIP PHONE EMAIL DATE ...OTHER... 1. Database is cust om designed to captur e all information required to produce certificat es CGI/DB2 Testing Site Local Printer 4. Submitted tests a re processed regularly and assigned a unique certificate number by BoR. These certificate records are transmitt ed to the WFC, where certificates are printed and issued. Required: http Browser (IE, Netscape, JavaScript compatible with Ad obe Acrobat Reader) Testing Site Workforce Commission Internet Testing Site 3. Application can be accessed through any internet connected computer that has HTML 2.0 JavaScript compatible browser. The application can be protec ted using "basic" authentication via an internet user validation list. Train Auth. Tng Site* (1) Not Ready ACT Score/Record Test WorkKeys Assessment (2) Pencil Ready CBT** Score/Record Test Process Flow of Louisiana WorkReady! Certification Student PreAssessment Certified Assessment Site (CAS) (Campus, One-Stop, etc.) (3) submit student records OR individual online applications (4) issue certificates to CAS OR issue directly to student Create Certificates Analyze Outcomes Louisiana Workforce Commission Notes: 1) Students designated “not ready” after pre-assessment require training before they can take the actual WorkKeys Assessment. 2) Pencil tests are scored by ACT; ACT returns scores to Certified Assessment Site. 3) Sites transmit test records to the La. Board of Regents by submitting a file of assessment results or entering students individually into an online certificate application form. Submitted Tests are processed regularly and assigned a unique certificate number by the Board of Regents. These certificate records are transmitted to the La Workforce Commission where certificates are printed and issued. 4) Certificates may be issued either to the Certified Assessment Site or directly to the student, depending on the preference of the site. *An Authorized Training Site (ATS) may or may not be the same entity as the Certified Assessment Site (CAS) **CBT = Computer based test APPENDIX K: Sample LWR! Report (Sorted by region of the state, by certificate level) 4/18/05 11:10:50 Report: CERTPRSHRL Work-Ready Certificate Production Awards by Region, Parish 11 2 9 155 16 44 8 2 5 2 74 4 103 6.9 16.1 7.7 14.6 28.6 .0 6.8 42.9 9.9 6.7 11.1 13.0 30.2 13.6 10.4 66.7 14.3 3.5 12.6 6.8 11.0 341 35 11 15 231 2 4 25 18 63 18 45 669 28 173 46 1 26 27 330 38 487 51.9 45.8 54.2 57.1 50.1 48.6 35.5 57.7 52.7 14.3 66.7 42.4 51.4 56.8 60.0 55.6 56.0 52.8 53.6 59.7 33.3 74.3 47.4 56.2 64.4 52.2 200 14 4 180 2 241 32 15 9 143 8 2 30 2 37 10 27 370 9 106 23 0 4 28 183 17 343 35.8 50.0 30.4 9.1 29.4 29.0 14.0 25.6 27.8 26.9 16.7 28.3 28.6 35.4 44.4 48.4 34.6 32.6 57.1 33.3 50.8 5.7 33.3 33.3 33.3 31.0 17.0 32.8 29.9 .0 11.4 49.1 31.2 28.8 36.8 53 4 46 11 34 169 93 39 720 52 24 637 7 681 72 31 26 438 14 6 59 35 111 30 81 1,194 53 323 77 3 35 57 587 59 933 Award Level Parish --- Gold ----- Silver ---- Bronze -Total Name Region # % # % # % Awards ---------------------------------------------------------------------------------------------------------------Jefferson 1 17 6.6 126 48.8 115 44.6 258 Orleans 41 9.9 228 55.1 145 35.0 414 St. Bernard 29 23.4 56 45.2 39 31.5 124 St. John 5 6.8 38 51.4 31 41.9 74 St. Tammany 11 17.5 39 61.9 13 20.6 63 5 5 2 64 4 0 4 15 14.5 27 11 345 4 53.8 19 2 14 1 10 49 13 10 Region 1 Total Ascension East Baton Rouge East Feliciana Iberville Pointe Coupee St. Helena Tangipahoa Washington 99 21.2 37.5 17.6 14.3 387 50.9 50.0 52.2 90.9 55.9 52.7 54.8 56.4 Region 3 Total Acadia Evangeline Iberia Lafayette St. Landry St. Martin St. Mary Vermillion Region 4 Total Allen Beauregard Calcasieu Jefferson Davis Region 5 Total 2 Region 2 Total 11 9 112 1 18.5 27 2 24 10 19 89 51 22 6 5 4 3 133 13.2 .0 17.4 .0 14.7 18.3 31.2 17.9 Lafourche Terrebonne 7 0 8 0 5 31 29 7 Avoyelles Catahoula Concordia Grant La Salle Rapides Vernon Winn Page 1 4/18/05 11:10:50 Report: CERTPRSHRL 7 8 Work-Ready Certificate Production Awards by Region, Parish 846 100 7 6 3 76 8 158 65 58 0 1 5 21 5 3 87 13.3 12.2 7.4 11.8 3.1 15.9 7.7 10.9 16.5 7.2 .0 5.3 14.7 26.3 8.6 5.3 19.4 3,315 417 50 27 45 228 67 707 189 378 1 11 19 42 26 41 244 52.1 50.7 53.2 52.9 46.9 47.8 64.4 48.8 48.1 47.2 12.5 57.9 55.9 52.5 44.8 71.9 54.3 2,199 305 37 18 48 173 29 585 139 365 7 7 10 17 27 13 118 34.6 37.1 39.4 35.3 50.0 36.3 27.9 40.3 35.4 45.6 87.5 36.8 29.4 21.3 46.6 22.8 26.3 6,360 822 94 51 96 477 104 1,450 393 801 8 19 34 80 58 57 449 Award Level Parish --- Gold ----- Silver ---- Bronze -Total Name Region # % # % # % Awards ---------------------------------------------------------------------------------------------------------------6 Region 6 Total Bossier Caddo Claiborne De Soto Lincoln Natchitoches Sabine Webster Region 7 Total Franklin Madison Morehouse Ouachita Union Region 8 Total Statewide Total Source: Prepared by Board of Regents for ACT. Page 2 Answering the Skills Question for Employers Governor Mark R. Warner As governor, I take very seriously my job as the top economic development officer for the Commonwealth of Virginia. The number one question I get asked when a business might locate or expand here is “what about your workforce?” “What are your schools like, what skills do workers have, and what programs are in place to train them?” Since October 2004, I’ve had a new tool to help with that answer. Last fall, Virginia launched the Career Readiness Certificate, a portable skills credential. It’s an obvious benefit to workers who want to prove they have skills. But it also helps potential employers to determine people’s skills in a region and to decide to invest in a community. So it’s also a great tool for economic developers. Because the Career Readiness Certificate is based on legally defensible assessments that clearly delineate the actual skills a person has, it is a most valuable tool in the hiring process. All an employer needs to do is to list the requirement for the Career Readiness Certificate at the Bronze, Silver, or Gold level on the job posting, and on the application form, as is currently done with the high school diploma or a college degree. Used as a prescreening tool in this way, the Certificate can save many dollars and a great deal of time during the hiring process. Hiring costs are high -- but the cost of making a bad hire is even greater. For potential employees or career seekers, the Certificate is a clear indication of what the recipient can do in terms of skills needed in the workplace. As a stand-alone credential, or as a complement to the high school diploma, GED, or college degree, the Certificate indicates the attainment of a crucial skill set. Each certificate has those skills listed on it. Even if an employer is unaware of WorkKeys, the ACT assessment tool that is used to assess the skills, this listing makes it very clear during the hiring process. 5/5/2005 Final CRC Monograph We’re already making great progress. And it’s progress we can quantify and advertise as an economic development tool. There are now many thousands of Virginians with the Career Readiness Certificate, and we have their skill levels entered in the Virginia Skills Bank, a free, Web-based application that can be queried by zip code, geographic region, college district, and in many other ways, to show the skill levels of the populace in that region. As the Career Readiness Certificate has been developed in the Commonwealth, we have also been working with many other states to encourage the development of a similar portable skills credential across economic regions. To date, a consortium of more than 17 states has been formed to work on this crucial economic development issue. Over the next two months, the consortium is expected to grow to more than 25 states, as there is widespread acceptance of the need for such a credential. I am proud that Virginia has led the way in this effort, and I am pleased that Virginia's regional economy will benefit from this work. For more information on the Career Readiness Certificate and the Virginia Skills Bank, please visit www.crc.virginia.gov 5/5/2005 Final CRC Monograph 2 Career Readiness Certificate Taskforce Governor Mark Warner Governor’ Office: Dr. Barbara Bolin, Special Advisor for Workforce Development Katherine DeRosear, Director of Policy and Planning Heather Glissman, Project Manager Dorita Moore, Administrative Assistant Ms. Andrea Wooten, Virginia Workforcre Council Dr. Ann Battle, Virginia Economic Development Partnership Mr. Brett Vassey, Virginia Manufacturer's Association Ms. Cindy Lowe, Virginia Employment Commission Ms. Dale Batten, Department of Rehabilitative Services Ms. Deborah Wright, Thomas Nelson Community College Ms. Donna Stevens, Virginia Economic Development Partnership Mr. Duke Storen, Virginia Department of Social Services Mr. Eddie Chernault, Southside Virginia Community College Ms. Ellen Grey, Northern Virginia Community College Ms. Gail Robinson, Virginia Employment Commission Mr. Gary Fletcher, Richmond City Workforce Investment Board Ms. Gloria Westerman, Virginia Community College System Mr. Jack Heslin, Community College Workforce Alliance/KeyTrain Ms. Joan Powers, Virginia Community College System Ms. Liz Riley, Virginia Community College System Mr. Mac McGinty, Thomas Nelson Community College Dr. Fletcher Mangum, Mangum Consulting Ms. Mary Sullivan, Blue Ridge Community College Mr. Matt Erskine, Deputy Secretary Commerce & Trade Mr. Michael Ferraro, Training Solutions Inc./Virginia Workforce Council Ms. Nettie Simon-Owens, Danville Community College Ms. Patty Ryan, New River Community College Mr. PrestonWilhelm, Department of Business Assistance Ms. Renee Brown, Paul D. Camp Community College Ms. Rhonda Hodges, Patrick Henry Community College Mr. Robert Almond, VA Department of EducationDirector of CTE Mr. Ron Laux, Community College Workforce Alliance/John Tyler Community College Ms. Rose Johnson, Virginia Community College System Mr. Trigg Copenhaver, Virginia Panel Corporation/Virginia Workforce Council Mr. Willie Blanton, Virginia Employment Commission/WIA Division Dr. Yvonne Thayer, Virginia Department of Education/Adult Education Ms. Johnna Coleman-Yates, Tidewater Community College 5/5/2005 Final CRC Monograph 3 Virginia Workforce Council Members The Honorable Mark R. Warner, Governor Ms. Marjorie M. Connelly (Chair), Capital One Services, Inc Mr. Michael Alan Daniels (Vice-Chair), Science Applications International Corporation The Honorable J. Brandon Bell, II, Senate of Virginia Mr. David L. Brash, Russell County Medical Center The Honorable Kathy J. Byron, Virginia House of Delegates Mr. John Cannon, Business Consultant Mr. James E. Copp, Virginia Employment Commission Mr. Mark B. Dreyfus, ECPI College of Technology Dr. Glenn DuBois, Virginia Community College System Ms Dolores Esser, Virginia Employment Commission Mr. C. Michael Ferraro, Training Solutions, Inc. Mr. Richard A. Gonzalez, EthNet: the Ethnic Network The Honorable Clarke N. Hogan, Virginia House of Delegates Mr. Hugh D. Keogh, The Virginia Chamber of Commerce Mr. Daniel G. LeBlanc, Virginia State AFL-CIO The Honorable Yvonne B. Miller, Senate of Virginia Mr. Robert H. Myers, Virginia State Building & Construction Trades Council Mr. Hiawatha Nicely, Jr. Ms Rita C. Ricks, Mirror Enterprise, Inc. The Honorable Michael J. Schewel, Secretary of Commerce and Trade The Honorable Don Sullenberger, Shenandoah Valley Partnership Mr. James H. Underwood, IBEW-Local Union No. 666 Mr. Brett Vassey, Virginia Manufacturers Association The Honorable Belle S. Wheelan, Secretary of Education The Honorable Jane Woods, Secretary of Health and Human Resources Ms Andrea Wooten, Virginia Workforce Council Member 5/5/2005 Final CRC Monograph 4 I. Background Information Employers know that the costs of hiring, training, and retention significantly affect their bottom line. The cost of making a good hire is high; the cost of making a bad hire is even greater! In the private sector, there is great concern about the skills gap that exists between those skills required on the job and those exhibited by potential and incumbent workers. Employers experience significant difficulty in hiring people who have basic employability skills and who are therefore trainable for specific jobs. There is also dissatisfaction with the standard of employability of students who graduate from high school and college because academic competencies are often not supported by employability skills. A portable skills credential that is easily and universally understood and valued by employers, educators and recipients facilitates job placement, retention and advancement in our mobile society. Such a credential that describes exactly what the holder can do is a terrific supplement to a high school diploma, a GED or a college degree, or it is a great stand-alone credential. From May 2001 when a one-day symposium was held with economists, researchers, educators, and workforce professionals to concentrate on present and future workforce skills, the vision and mission of the Virginia Workforce Council (the State WIB) has included an emphasis on identification of skills needs and plans to address those needs. Also in 2001, the Manufacturers Education Consortium (MEC), a Richmond pilot program (see Appendix A) backed by Brett Vassey, Virginia Manufacturers Association and by Hugh Keogh, Virginia Chamber of Commerce, assessed every Chesterfield High School student with WorkKeys® In addition, the MEC recognized approximately 500 high school students and 100 community college students who graduated from the MEC endorsed manufacturing curriculum offered at Chesterfield High School, John Tyler Community College, and J. Sargent Reynolds Community College. The MEC pilot demonstrated the efficacy of creating a portable skills credential based on WorkKeys with specific industry “add-ons” such as the MEC curriculum. A demonstration database was also created to allow manufacturing employers to directly contact graduates of the MEC program. In the summer of 2002, under the leadership of Dr. John Seigelski, ViceChancellor for Workforce Development at the Virginia Community College System (VCCS) and building on the work of Dr. Jerry Miller of ACT™, five community colleges set up demonstration pilot projects to test the effectiveness of a portable skills credential based on WorkKeys®. The main question to be answered was “Will employers understand/value the CRC?” 5/5/2005 Final CRC Monograph 5 The five colleges were Thomas Nelson, Community College Alliance, Central Virginia, New River, and Northern Virginia. In spring 2003, after learning of work done in Kentucky and Michigan, the Virginia Workforce Council endorsed the concept of a portable skills credential. This was a natural step in the evolution of the work of the Virginia Workforce Council to address the skills needs of employers. In October 2003, as part of his Education For A Lifetime initiative (http://www.governor.virginia.gov/Initiatives/Ed4Life/WorkforceDev.htm) Gov. Mark Warner announced that work was underway to develop the Virginia Career Readiness Certificate that would give workers a portable, recognized workforce credential that shows employers that workers have required workplace literacy skills. Responsibility for the development was given to a statewide task force convened and led by Dr. Barbara Bolin, Governor Warner’s Special Advisor for Workforce Development. The task force included representatives of partner agencies and organizations including the Dept. of Social Services, Dept. of Rehabilitative Services, the private sector, Department of Education (CTE), and the Virginia Community College System. Examination of data from the five pilot sites was overwhelmingly convincing in terms of the value of the CRC to employers and potential employees alike. Because he recognized that Virginia’s economy is regional, Governor Warner asked his Special Advisor to make the CRC a regional credential. A loose consortium of seven states (VA, KY, TN, NC, WV, DC, MD) was formed in December 2003. After the first meeting of the consortium in January 2004, word of the development of the CRC spread to other states and the CRCC quickly grew to include more than 25 states by May 2005. II. Approach and Implementation Governor Mark R. Warner launched the Career Readiness Certificate on October 19, 2004, at which time he recognized more than 5,500 Virginia residents who had already successfully completed the credential, and many employers who had invested in the professional skills development of their employees. Over the last 10 years, WorkKeys®, a product of ACT™ (formerly American College Testing), has become a widely accepted common language for skills definition among employers, educators/trainers and potential/incumbent employees. The power of the WorkKeys® system lies in its: 1) objectivity; 2) simplicity (WorkKeys® skill levels are described in terms of single digit numbers whose meanings are clearly defined and readily accessible); 3) compliance with federal law (ADA, EEOC); and 4) legal defensibility. 5/5/2005 Final CRC Monograph 6 The Virginia Career Readiness Certificate is based on three WorkKeys® assessments: Applied Mathematics, Locating Information and Reading for Information, and is awarded at three levels: Bronze (level 3 on each assessment), Silver (level 4) and Gold (level 5). Virginians can be assessed at Virginia Workforce Network Career Centers (one-stop centers), at any community college, offices of social services, offices of rehabilitative services, or anywhere the assessments are offered. There are private companies in Virginia that offer all WorkKeys services, and the assessments are also offered to students in some high schools. If needed, training is available on-line, or a 6-week employability skills course, available at some community colleges, guarantees its graduates both a Career Readiness Certificate and a certificate of employability from the college. Because many Virginia community colleges were already WorkKeys Service Centers, and because it is essential that the integrity of the credential be protected (i.e. that there be accountability for its issuance), the statewide task force suggested that the Virginia Community College System (VCCS) should assume all administrative and operational responsibilities for the CRC. Through its Chancellor, Dr. Glen Dubois and the Vice Chancellor for Workforce Development, Dr. Rose Johnson, the VCCS readily accepted this challenge on behalf of the Governor. III. Administration and Operations In Virginia, the Career Readiness Certificate was designed by the statewide task force and bears the Governor’s signature (see Appendix B). The skills attained by the recipient are written on the back of each certificate. Because the VCCS has assumed all administrative responsibilities for theCRC, certificates are physically issued by community colleges. Each CRC/WorkKeys® Administrator has a password-protected electronic template of the certificate with only two active fields—the name and date. The VCCS sends “blank” certificates (in the bronze, silver, and gold designations) to colleges so that the Administrator can print the appropriate name and date on certificates as they are being issued. The cost of “blank” certificates is very low and initially, the cost was covered by the Virginia Workforce Council. Covering future costs is an issue still being worked out by the VCCS. The cost of the CRC ranges from $45-100 across the Commonwealth, and this cost can be covered by a federal funding stream (TANF, WIA, Perkins, Rehabilitative Services, Corrections, etc), an employer, a school district, a college, or an individual. Similarly, training costs can be covered in a variety of ways, and the cost is dependent upon whether training is done on-line or in 5/5/2005 Final CRC Monograph 7 a classroom. Details are worked out at the local level with MOU’s between the WIB, employer, career center, and/or community college. The state has played no role in attempting to standardize implementation procedures or costs. This is in line with the Commonwealth’s philosophy of “state leadership, local control”. The certificates are printed on special paper that indicates if/when a copy has been produced. Five copies are supplied to the recipient with the original so that a copy can be included with a resume or a job application. Certificates are numbered sequentially and each number is used only once. The Virginia Skills Bank (VSB) is a database that has been developed to manage all CRCand WorkKeys® data for the Commonwealth. The VSB is a free, web-based application that can be queried by zip code, geographic region, college district and in many other ways to show the skill levels of the populace. An interested potential employer can query the database for the region under consideration and determine data like there are 900 people with a GoldCRC, 800 with a Silver and 500 with a Bronze living near where they intend to do business. It does not tell them how many of those people are currently employed, but it does indicate those people who might be willing to work for them, and it does indicate a level of skill and trainability that otherwise would not show up. It is also a clear indication to residents and employers alike that Virginia is committed to upgrading and documenting the skills of the workforce. When a certificate is issued by a college CRC Administrator, its number is entered into the VSB. Other information (such as the last four digits of the SSN, address, etc.) is also entered but this information is only available to the college Administrator, and is used for record-keeping purposes only. In order to help Virginians to become familiar with the CRC, a marketing campaign was undertaken in May 2005. The campaign is comprised of four parts: 1) billboards and TV announcements, 2) print materials with a statewide consistent look and feel but individualized to each community college and career center, 3) an incentive plan for local WIBs, and 4) training for community college personnel on utilization of the VSB. The budget for the campaign so far is $198,000. With the assistance of WTKR/Hampton Roads, Gov. Warner developed a TV PSA that was distributed to each local WIB. This PSA is being used by both the WIB and their community college partners on local television channels at no charge. 5/5/2005 Final CRC Monograph 8 The marketing and outreach efforts were aimed at both career seekers and employers. However, posters for the one-stop career centers were designed for career-seeking customers, and brochures were aimed at employers. The Governor’s PSA and billboards had a dual message. Templates for the posters and brochures were made available to all community colleges with the expectation that they would be shared with the career centers (see Appendix C). Through 2004-2005, the Governor’s Special Advisor, Barbara Bolin, has made many presentations to employers, educators and others across the Commonwealth. She has also developed and maintained communication with newspaper and journal reporters, resulting in the publication of several articles on the CRC, and the growth of the Career Readiness Certificate Consortium. The WIB incentive program issues grants of $2500 to any WIB that wishes to participate. The WIB agrees to use the money to award at least 50 CRC’s to its customers between April 1 and September 1, 2005. (Results will be tracked through the VSB). When a WIB meets this obligation, the state will pay for the training of one Career Development Facilitator for a career center. This will help the WIB to progress toward Tier II certification requirements for the year 2006. The CRC has been accepted widely across the workforce and career development system. The diagrams in Appendix D illustrate how the CRC is being used in agencies, in other Governor’s initiatives, and across the Virginia Workforce & Career Development System. It is hoped that the VWC will recommend that CRC assessments become a standard part of the work of the Rapid Response unit of the Virginia Employment Commission, and that it will strongly encourage the VCCS to make the CRC a mandatory graduation requirement for all workforce education students. IV. Results The CRC is proving to be a valuable credential for many thousands of Virginians. It is particularly useful to citizens, many of whom do not have a high school diploma, who have been adversely affected by the effects of plant closures. The low cost, skill-specific training, and short completion time are all factors in its success. The actual number of CRC’s so far issued in Virginia will be determined when the community colleges fully populate the VSB with their data. A reasonable estimate is 7,000 as of May 1, 2005. The Virginia Workforce Network career centers are providing pre-screening services for employers. After searching the WorkKeys® database of 5/5/2005 Final CRC Monograph 9 Occupational Profiles, each employer determines the appropriate level of the CRC that should be used in the pre-screening process. This approach guarantees to the employer that a referred candidate has the appropriate level of workplace literacy that ensures trainability for the job. It is hoped that employers will also state the desired level of the CRC in all job postings as part of the educational requirements. Virginia’s economic development professionals are being encouraged to refer potential employers to the VSB as a determinant of the trainability of the workforce in a region. Development of a portable skills credential is relatively straightforward and does not require a large budget or bureaucracy. What IS required is the commitment and political will to make it a reality. It is also helpful to have a fully committed leader for the initiative, preferably at the highest level of state government or education system. It is imperative that the credential be fully marketed and supported or it will quickly fade into oblivion. Unless there is a “so what?” component in the process, there will be no return on the investment of time and other resources. Development of the credential MUST therefore be accompanied by a way of: a) Using it as an economic development tool, and b) Helping employers find skilled employees. The Career Readiness Certificate was always intended to be the starting point for skills development. In Virginia, the next logical step is to develop further skills credentials that will be “add-ons” to the CRC. The work of the MEC (see page 3) indicates that this is an approach that will work well. In this time of lifelong, continuous learning, citizens of all ages must be encouraged to take a building block approach to a career. The CRC is a great first step on that journey! 5/5/2005 Final CRC Monograph 10 Abbreviations 5/5/2005 Final CRC Monograph 11 Abbreviations CRC VWC VMA VCCS MEC MOU CTE CRCC ADA EEOC VSB WIB PSA SSN Career Readiness Certificate Virginia Workforce Council, the state WIB Virginia Manufacturers Association Virginia Community College System Manufacturers Education Consortium Memorandum Of Understanding Career & Technical Education Career Readiness Certificate Consortium Americans with Disabilities Act Equal Employment Opportunity Commission Virginia Skills Bank Workforce Investment Board (local) Public Service Announcement Social Security Number 5/5/2005 Final CRC Monograph 12 Appendix A 5/5/2005 Final CRC Monograph 13 Appendix A Manufacturing Education Consortium (MEC) • Vision: Meeting Virginia’s manufacturing workforce development needs of tomorrow, through comprehensive MEC-endorsed high school and college curriculums today. • Mission: Create highly qualifies and diverse candidates for career in manufacturing in the Greater Richmond Region by: • Developing and maintaining a manufacturing education endorsement process for educational programs that are aligned to the workplace. • Providing special consideration in selection processes to MEC certified graduates by participating MEC member organizations. • Continue to develop partnerships between manufacturers and member institutions to ensure the viability of educational programs and institutions. • Increase the visibility of manufacturing career opportunities. • Serve as a model workforce development partnership focused on curriculums that are aligned to the needs of the workplace. MEC Endorsed Curriculum Content Areas • • • • • • • • • • Basic Mathematics Basic Computer Statistical Process Control Quality Assurance Mechanical Principles Work Ethic Follow Directions Teamwork Oral Communications Thinking Skills Manufacturing Member Organizations • Applied Materials • ChemTreat, Inc. • Dispersion Specialties, Inc. • Dominions Resources • E.I. Dupont De Nemours • ERNI Americas • Infineon Technologies • Interbake Foods • Kraft Foods North America, Inc. • Old Dominion Window & Door • Philip Morris, U.S.A. • RGU Enterprises • Wella Manufacturing of Virginia • Westvaco Manufacturing 5/5/2005 Final CRC Monograph 14 Appendix A Education Member Organizations • Chesterfield County Public Schools • Goochland County Schools • Hanover County Public Schools • Henrico Public Schools • J. Sargeant Reynolds Community College • John Tyler Community College • Prince George County Public Schools • Richmond City Public Schools 5/5/2005 Final CRC Monograph 15 Appendix B 5/5/2005 Final CRC Monograph 16 Appendix B Commonwealth of Virginia Career Readiness Certificate In recognition of demonstrated skills in Applied Mathematics, Reading for Information, & Locating Information NAME is awarded a Silver Certificate DATE __________________ Governor Mark Warner 5/5/2005 Final CRC Monograph 17 Appendix C 5/5/2005 Final CRC Monograph 18 Billboard Size: 10'6" x 36' THE CAREER READINESS CERTIFICATE Proven Success Get Started With A Successful Career In: • • • • • • • • Animal Sciences Automotive Technology Business Commercial Art Computer Technology Construction E-commerce Forestry • • • • • • • Healthcare Hospitality Marketing Manufacturing Public Safety Teaching AND MORE! Contact your local community college representative or One-Stop Career Center to find out more about how to earn your Career Readiness Certificate. Contact Name (000) 000-0000 E-mail Your Career Readiness Certificate shows you can do the job. It could mean the difference between starting your new career or starting over. You can do it, and now, the Career Readiness Certificate proves it. THE CAREER READINESS CERTIFICATE Get Hired GGet Started With A Successful Career In: • Animal Sciences • Automotive Technology Your Career Readiness Certificate shows you can do the job. It could mean the difference between starting your new career or starting over. • Business • Commercial Art • Computer Technology • Construction • E-commerce • Forestry • Healthcare • Hospitality • Marketing • Manufacturing • Public Safety • Teaching • AND MORE! Contact your local community college representative or One-Stop Career Center to find out more about how to earn your Career Readiness Certificate. Contact Name (000) 000-0000 E-mail You can do it— the Career Readiness Certificate proves it. THE CAREER READINESS CERTIFICATE Answers You Have Get Started With A Successful Career In: • Animal Sciences • Automotive Technology Employers want to know what you can do for them. One way to answer questions about your job skills is to earn a Career Readiness Certificate. • Business • Commercial Art • Computer Technology • Construction • E-commerce • Forestry • Healthcare • Hospitality • Marketing • Manufacturing • Public Safety • Teaching • AND MORE! Contact your local community college representative or One-Stop Career Center to find out more about how to earn your Career Readiness Certificate. Contact Name (000) 000-0000 E-mail It’s the answer your employer is looking for. Are You Ready Your Career Readiness Certificate shows you can do the job. It could mean the difference between starting your new career or starting over. So, get ready. Get Started With A Successful Career In: • Animal Sciences • Automotive Technology • Business • Commercial Art • Computer Technology • Construction • E-commerce • Forestry • Healthcare • Hospitality • Marketing • Manufacturing • Public Safety • Teaching Contact your local community college representative or One-Stop Career Center to find out more about how to earn your Career Readiness Certificate. • AND MORE! Contact Name (000) 000-0000 E-mail THE CAREER READINESS CERTIFICATE Fostering Economic Development in Our Communities Employers look for places where their business can flourish. In Virginia, the number one concern among employers and those who are considering locating here is the availability of a skilled workforce. That’s why the Career Readiness Certificate is especially useful in cities and counties where the likelihood of finding qualified workers might otherwise inhibit business development. Acceptance of this new credential is growing quickly. The Career Readiness Certificate has been endorsed by: • Virginia Chamber of Commerce • Virginia Community College System • Virginia Manufacturers Association • Virginia AFL-CIO • Virginia Workforce Council Additionally, a coalition of states has been formed, the Career Readiness Certificate Consortium, which is designed to help standardize and deploy certificates across the country. In addition to Virginia, the Consortium includes: Alabama, Colorado, Delaware, Georgia, Indiana, Kansas, Kentucky, Louisiana, Maryland, Missouri, North Carolina, North Dakota, Oklahoma, South Carolina, Tennessee, Washington, Wyoming, and the District of Columbia. Several other states including California, Hawaii, Idaho, Illinois, Michigan, Minnesota, Montana, New Mexico, and Rhode Island are also working to develop and deploy certificates. The certificate has gained wide acceptance in the business community, and the Governor is working with governors in all states to expand the initiative so that the Career Readiness Certificate is recognized and accepted by employers. Virginia’s Career Readiness Certificate Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 READY TO WORK for You The Career Readiness Certificate is the answer for employers who want a trainable workforce. When applicants carry the Career Readiness Certificate, they demonstrate skills in math, reading and information processing. Employers can use these scores to make the best decision when hiring or training workers. Who is the The Career Readiness Certificate can be The Career Readiness Certificate Right Person and recipients. It is designed to help describe skills for 90% of jobs. • Gold signifies that a recipient possesses skills for approximately 65% of jobs. • Silver signifies that a recipient possesses skills for approximately 30% of jobs. • Bronze signifies that a recipient possesses based on their test performance: three levels of Career Readiness Certificates standardized test. Individuals earn one of awarded after an individual completes a The Career Readiness Certificate is earned the certificate. In the first year, more than 5,500 residents school diploma, a GED or a college degree. be used as a terrific supplement to a high as a stand-alone credential, the certificate can locating information. In addition to its value mathematics, reading for information, and in three important work-related areas: applied the abilities of a potential or current employee easily understood by employers, educators for the Job? Employers need people with the right skills, training and education to get the job done, but finding those people can be difficult. Bridging the gap between an employee’s existing skills and those required on the job also can be costly and time-consuming. Hiring for entry-level positions poses an additional challenge to employers, because applicants often have little or no work history—and employers have no immediate way to evaluate the skills possessed by candidates. In an effort to address these challenges, Governor Mark Warner developed the Virginia Career Readiness Certificate (CRC). The CRC shows an individual’s competency in applied mathematics, reading for information, and locating information—skills required by more than 85% of jobs in the country. Employers now have a clear, standardized tool to assess the skill level of potential and current employees. That means choosing the right person for the job just got easier. Regional Data Available at the Virginia Skills Bank Considering there are currently thousands of Virginians with Career Readiness Certificates, a searchable web-based application, the Virginia Skills Bank, was created as an economic develop tool to showcase the skills of Virginia’s work- force. Information can be queried accord- skill levels of the populace. An interested ing to zip code, geographic region, college Find out more for a region and find data such as the num- Bronze CRC living near where they intend ber of those who have a Gold, Silver, or potential employer can search the database district and many other ways to show the about the Career Readiness Certificate, the Virginia Skills Bank and other resources for businesses at: www.crc.virginia.gov to do business. It does not tell employers how many of those people are currently employed or how many might be willing to work for them, but it does provide information on skill and trainability that otherwise would not be available. More information on the Virginia Skills Bank can be found at www.crc.virginia.gov. For more information about the Career Readiness Certificate contact your local Virginia Community College or One-Stop Career Center. The Career Readiness Certificate is facilitated by Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 CRC Brochure_1B 4/15/05 11:39 AM Page 1 The Career Readiness Certificate is the answer for employers who want a trainable workforce. When applicants carry the Career Readiness Certificate, they demonstrate skills in math, reading and information processing. Employers can use these scores to make the best decision when hiring or training workers. The Career Readiness Certificate The Career Readiness Certificate can be easily understood by employers, educators and recipients. It is designed to help describe the abilities of a potential or current employee certificate can be used as a terrific supplement to a high in three important work-related areas: applied mathematics, Who is the Right Person for the Job? school diploma, a GED or a college degree. the certificate. In the first year, more than 5,500 residents earned addition to its value as a stand-alone credential, the reading for information, and locating information. In Does the applicant have the skills, training and education that an employer needs to get the job done? That’s a critical question for most businesses—and individual completes a standardized test. Individuals earn The Career Readiness Certificate is awarded after an until now. The Career Readiness Certificate one of three levels of Career Readiness Certificates based on there’s been no easy way to determine the answer is designed specifically to answer questions about their test performance: 90% of jobs. • Gold signifies that a recipient possesses skills for approximately 65% of jobs. • Silver signifies that a recipient possesses skills for approximately 30% of jobs. • Bronze signifies that a recipient possesses skills for a potential or current employee’s skills in three important areas: applied mathematics, reading for information, and locating information—skills required by more than 85% of jobs in the country. Employers now have a clear, standardized tool o assess the skill level of potential and current employees. That means choosing the right person for the job just got easier. Virginia’s Career Readiness Certificate Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 Who Has The Job Skills You Need? CRC Brochure_1B 4/15/05 11:39 AM Page 2 Fostering Economic Development in Our Communities Employers look for places where their business can flourish. In Virginia, the number one concern among employers and those who are considering locating here is the availability of a skilled workforce. That’s why the Career Readiness Certificate is especially useful in cities and counties where the likelihood of finding qualified workers might otherwise inhibit business development. Acceptance of this new credential is growing quickly. The Career Readiness Certificate has been endorsed by: • Virginia Chamber of Commerce • Virginia Community College System • Virginia Manufacturers Association • Virginia AFL-CIO, and • Virginia Workforce Council Regional Data Available at the Virginia Skills Bank acceptance in the business community, and the Governor is develop and deploy certificates. The certificate has gained wide Montana, New Mexico, and Rhode Island are also working to California, Hawaii, Idaho, Illinois, Michigan, Minnesota, and the District of Columbia. Several other states including Oklahoma, South Carolina, Tennessee, Washington, Wyoming, Louisiana, Maryland, Missouri, North Carolina, North Dakota, Colorado, Delaware, Georgia, Indiana, Kansas, Kentucky, addition to Virginia, the Consortium includes: Alabama, help standardize and deploy certificates across the country. In Career Readiness Certificate Consortium, which is designed to be willing to work for them, but it does provide informa- those people are currently employed or how many might do business. It does not tell employers how many of Silver, or Bronze CRC living near where they intend to data such as the number of those who have a Gold, employer can search the database for a region and find the skill levels of the populace. An interested potential region, college district and many other ways to show can be queried according to zip code, geographic showcase the skills of Virginia’s workforce. Information Bank, was created as an economic develop tool to searchable web-based application, the Virginia Skills Virginians with Career Readiness Certificates, a Considering there are currently thousands of working with governors in all states to expand the initiative so Additionally, a coalition of states has been formed, the that the Career Readiness Certificate is recognized and accepted tion on skill and trainability that otherwise would not be available. More information on the Virginia Skills Bank by employers. can be found at www.crc.virginia.gov. Find out more about the Career Readiness Certificate, the Virginia Skills Bank and other resources for businesses at: www.crc.virginia.gov For more information about the Career Readiness Certificate contact your local Virginia Community College or One-Stop Career Center. The Career Readiness Certificate is directed by Virginia Community College Systems Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 (804) 819-XXXX Who is the Right Person for the Job? Employers need people with the right skills, training and education to get the job done, but finding those people can be difficult. Bridging the gap between an employee’s existing skills and those required on the job also can be costly and time-consuming. Hiring for entry-level positions poses an additional challenge to employers, because applicants often have little or no work history—and employers have no immediate way to evaluate the skills possessed by candidates. In an effort to address these challenges, Governor Mark Warner developed the Virginia Career Readiness Certificate (CRC). The CRC shows an individual’s competency in applied mathematics, reading for information, and locating information—skills required by more than 85% of jobs in the country. Employers now have a clear, standardized tool to assess the skill level of potential and current employees. That means choosing the right person for the job just got easier. The Career Readiness Certificate is the answer for employers who want a trainable workforce. When applicants carry the Career Readiness Certificate, they demonstrate skills in math, reading and information processing. Employers can use these scores to make the best decision when hiring or training workers. Virginia’s Career Readiness Certificate The Career Readiness Certificate can be easily understood by employers, educators and recipients. It is designed to help describe the abilities of a potential or current employee in three important work-related areas: applied mathematics, reading for information, and locating information. In addition to its value as a stand-alone credential, the certificate can be used as a terrific supplement to a high school diploma, a GED or a college degree. In the first year, more than 5,500 residents earned the certificate. The Career Readiness Certificate is awarded after an individual completes a standardized test. Individuals earn one of three levels of Career Readiness Certificates based on their test performance: • Bronze signifies that a recipient possesses skills for approximately 30% of jobs. • Silver signifies that a recipient possesses skills for approximately 65% of jobs. • Gold signifies that a recipient possesses skills for 90% of jobs. Virginia’s Career Readiness Certificate Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 READY TO WORK for You Fostering Economic Development in Our Communities Employers look for places where their business can flourish. In Virginia, the number one concern among employers and those who are considering locating here is the availability of a skilled workforce. That’s why the Career Readiness Certificate is especially useful in cities and counties where the likelihood of finding qualified workers might otherwise inhibit business development. Acceptance of this new credential is growing quickly. The Career Readiness Certificate has been endorsed by: • Virginia Chamber of Commerce • Virginia Community College System • Virginia Manufacturers Association • Virginia AFL-CIO • Virginia Workforce Council Regional Data Available at the Virginia Skills Bank acceptance in the business community, and the Governor is develop and deploy certificates. The certificate has gained wide Montana, New Mexico and Rhode Island are also working to California, Hawaii, Idaho, Illinois, Michigan, Minnesota, and the District of Columbia. Several other states including Oklahoma, South Carolina, Tennessee, Washington, Wyoming, Louisiana, Maryland, Missouri, North Carolina, North Dakota, Colorado, Delaware, Georgia, Indiana, Kansas, Kentucky, addition to Virginia, the Consortium includes: Alabama, help standardize and deploy certificates across the country. In Career Readiness Certificate Consortium, which is designed to be willing to work for them, but it does provide informa- those people are currently employed or how many might do business. It does not tell employers how many of Silver, or Bronze CRC living near where they intend to data such as the number of those who have a Gold, employer can search the database for a region and find the skill levels of the populace. An interested potential region, college district and many other ways to show can be queried according to zip code, geographic showcase the skills of Virginia’s workforce. Information Bank, was created as an economic develop tool to searchable web-based application, the Virginia Skills Virginians with Career Readiness Certificates, a Considering there are currently thousands of working with governors in all states to expand the initiative so tion on skill and trainability that otherwise would not be Additionally, a coalition of states has been formed, the that the Career Readiness Certificate is recognized and accepted available. More information on the Virginia Skills Bank by employers. can be found at www.crc.virginia.gov. Find out more about the Career Readiness Certificate, the Virginia Skills Bank and other resources for businesses at: www.crc.virginia.gov For more information about the Career Readiness Certificate contact your local Virginia Community College or One-Stop Career Center. The Career Readiness Certificate is facilitated by Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 Fostering Economic Development in Our Communities Employers look for places where their business can flourish. In Virginia, the number one concern among employers and those who are considering locating here is the availability of a skilled workforce. That’s why the Career Readiness Certificate is especially useful in cities and counties where the likelihood of finding qualified workers might otherwise inhibit business development. Acceptance of this new credential is growing quickly. The Career Readiness Certificate has been endorsed by: • Virginia Chamber of Commerce • Virginia Community College System • Virginia Manufacturers Association • Virginia AFL-CIO • Virginia Workforce Council Additionally, a coalition of states has been formed, the Career Readiness Certificate Consortium, which is designed to help standardize and deploy certificates across the country. In addition to Virginia, the Consortium includes: Alabama, Colorado, Delaware, Georgia, Indiana, Kansas, Kentucky, Louisiana, Maryland, Missouri, North Carolina, North Dakota, Oklahoma, South Carolina, Tennessee, Washington, Wyoming, and the District of Columbia. Several other states including California, Hawaii, Idaho, Illinois, Michigan, Minnesota, Montana, New Mexico and Rhode Island are also working to develop and deploy certificates. The certificate has gained wide acceptance in the business community, and the Governor is working with governors in all states to expand the initiative so that the Career Readiness Certificate is recognized and accepted by employers. Virginia’s Career Readiness Certificate Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 WE’VE GOT THE ANSWERS The Career Readiness Certificate is the answer for employers who want a trainable workforce. When applicants carry the Career Readiness Certificate, they demonstrate skills in math, reading and information processing. Employers can use these scores to make the best decision when hiring or training workers. Who is the The Career Readiness Certificate can be The Career Readiness Certificate Right Person and recipients. It is designed to help describe skills for 90% of jobs. • Gold signifies that a recipient possesses skills for approximately 65% of jobs. • Silver signifies that a recipient possesses skills for approximately 30% of jobs. • Bronze signifies that a recipient possesses based on their test performance: three levels of Career Readiness Certificates standardized test. Individuals earn one of awarded after an individual completes a The Career Readiness Certificate is earned the certificate. In the first year, more than 5,500 residents school diploma, a GED or a college degree. be used as a terrific supplement to a high as a stand-alone credential, the certificate can locating information. In addition to its value mathematics, reading for information, and in three important work-related areas: applied the abilities of a potential or current employee easily understood by employers, educators for the Job? Employers need people with the right skills, training and education to get the job done, but finding those people can be difficult. Bridging the gap between an employee’s existing skills and those required on the job also can be costly and time-consuming. Hiring for entry-level positions poses an additional challenge to employers, because applicants often have little or no work history—and employers have no immediate way to evaluate the skills possessed by candidates. In an effort to address these challenges, Governor Mark Warner developed the Virginia Career Readiness Certificate (CRC). The CRC shows an individual’s competency in applied mathematics, reading for information, and locating information—skills required by more than 85% of jobs in the country. Employers now have a clear, standardized tool to assess the skill level of potential and current employees. That means choosing the right person for the job just got easier. Find out more about about the the Career Career Readiness Readiness Certificate, Certificate, the the Virginia Virginia Skills Skills Bank Bank and and other other resources resources for for businesses businesses at: at: www.crc.virginia.gov Regional Data Available at the Virginia Skills Bank Considering there are currently thousands of Virginians with Career Readiness Certificates, a searchable web-based application, the Virginia Skills Bank, was created as an economic develop tool to showcase the skills of Virginia’s work- force. Information can be queried accord- ing to zip code, geographic region, college district and many other ways to show the skill levels of the populace. An interested potential employer can search the database for a region and find data such as the num- ber of those who have a Gold, Silver, or Bronze CRC living near where they intend to do business. It does not tell employers how many of those people are currently employed or how many might be willing to work for them, but it does provide information on skill and trainability that otherwise would not be available. More information on the Virginia Skills Bank can be found at www.crc.virginia.gov. For more information about the Career Readiness Certificate contact your local Virginia Community College or One-Stop Career Center. The Career Readiness Certificate is facilitated by Virginia Community College System Workforce Development Services 101 N. 14th Street 15th Floor Richmond, VA 23219 Appendix D 5/4/2005 Final CRC Monograph 19 Appendix D CRC Deployment across the Workforce and Career Development System Race to GED DSS clients Adult Ed. Dept. of Corrections High School CTE Rapid Response (Dislocated Workers) Apprenticeship CRC in VA Comm. College WF students Employment Pre-screening at Career Centers Customized training Incumbent workers Middle College WIA clients DRS clients RED = already implemented BLACK= suggested for implementation CRC Deployment across the Workforce and Career Development System Worker Pipeline (P-20) Worker Improvement • Customized training • Rapid Response • Pre-screening at Career Centers • WIA clients • Incumbent workers Primary subsystem • Apprenticeship • Comm. College WF students • High school CTE • WIA clients • Middle College Workers with Barriers • Race to GED • Adult Ed. • WIA clients • Pre-screening at Career Centers • Rapid Response • Dept. of Corrections • DSS clients Secondary subsystem 5/4/2005 Final CRC Monograph 20 INDIANA’S WORKFORCE READINESS CERTIFICATION AS A PART OF THE INDIANA@WORK PROGRAM Indiana has enjoyed involvement with ACT Inc. and the WorkKeys system since February of 2004. Since that time the state has worked with 217 employers, approved 900 job profiles, and anticipate 25,000 individuals being assessed by the end of 2005. Most importantly, in the first year of operation, Indiana@Work placed over 1,500 jobseekers with matching skill-sets into positions. Unfortunately there are also those who did not meet the entry level requirements for positions they sought. It is beneficial to assess these individuals and determine their needs, but we must also provide a mechanism for them to improve and an outcome to attain. That is why Indiana not only assisted local Workforce Investment Boards in the purchase of Keytrain and WIN, but also established Workforce Readiness Certification. The Workforce Readiness Certification was rolled out in July of 2004 in a Blue and Gold level. Individuals scoring a level four or higher in three core assessments would receive the Blue certification, while those scoring a five or higher received the Gold standard. The core assessments include Reading for Information, Locating Information and Applied Mathematics. These three assessments would be involved in nearly all of the jobs in Indiana if profiled and would lead to a good evaluation of an individuals work readiness. The Indiana Department of Workforce Development (DWD) continues to issue Gold and Blue certifications signed by the Governor and Commissioner. These certifications may be obtained by going to one of Indiana’s 27 “WorkOne” locations or in the case of incumbent workers it may be provided on-site at the employer’s location. The Indiana@Work program, through the use of Federal Reed Act dollars, covers the cost of these certifications. Participants are entered into the Customer Self-Service System (CS3) upon taking the WorkKeys assessment. At that time they are also entered for partial or full employment services depending on if they are incumbents or if they are assessing for a profiled job. The number of credentials issued, individuals assessed and average scores for a geographical region may be extracted from CS3 by running a report. DWD’s Field Operations Unit is responsible for issuing and tracking all Work Readiness Certifications. Having a Work Readiness Certification has been a tremendous tool for showing Indiana’s workforce capacity. It is also in line with DWD’s emphasis on credential outcomes for training and the establishment of career ladders. To date, Indiana has received a very favorable response from the Indiana Department of Education, local Workforce Investment Boards, Local Economic Development Organizations, and community school districts. However the most favorable opinions come from the 1,671 recipients of the Gold Certification and the 3,421 individuals that achieved the Blue level. This constitutes approximately 33% of the individuals assessed and many of the remaining individuals did not take the core assessments due to the requirements of their profile. Indiana is pleased to have a program that quantifies a worker’s readiness for the workplace and we are excited to join our colleagues in other states that have either developed, or are in the process of developing their own workplace readiness certification. WorkKeys ® Blue Certificate ________________________________________________ For demonstrating proficiency in the following assessment areas: Applied Mathematics: Level _______________________ Locating Information: Level _______________________ Reading for Information: Level _______________________ Mitchell E. Daniels, Jr., Governor Ronald L. Stiver, Commissioner Date Date Blue Certificate WorkKeys® is a national workforce development system that compares a worker’s skills with the skills required to successfully perform a specific job. The holder of this certificate has scored at least a level four in Applied Mathematics, Reading for Information, and Locating Information. A Blue level certificate indicates skills at a level required by 50 percent of all jobs profiled nationally through the WorkKeys® system. The holder of this certificate demonstrates mastery of the following skills: APPLIED MATHEMATICS Skills for Level 4 READING FOR INFORMATION Skills for Level 4 LOCATING INFORMATION Skills for Level 4 • Solve problems that require one or two operations • Multiply negative numbers • Calculate averages, simple ratios, simple proportions, or rates using whole numbers and decimals • Add commonly known fractions, decimals, or percentages (e.g., 1/2, .75, 25%) • Add up to three fractions that share a common denominator • Multiply a mixed number by a whole number or decimal • Put the information in the right order before performing calculations • Identify important details that may not be clearly stated • Use the reading material to figure out the meaning of words that are not defined • Apply instructions with several steps to a situation that is the same as the situation in the reading materials • Choose what to do when changing conditions call for a different action (follow directions that include "if-then" statements) • Find several pieces of information in one or two graphics • Understand how graphics are related to each other • Summarize information from one or two straightforward graphics • Identify trends shown in one or two straightforward graphics • Compare information and trends shown in one or two straightforward graphics This Blue Certificate is equivalent and commensurate with WorkKeys® Silver certificate. For information about WorkKeys® contact your local WorkOne Center. A list of all WorkOne Centers can be found online at: www.workforce.IN.gov X403 WorkKeys ® Gold Certificate ________________________________________________ For demonstrating proficiency in the following assessment areas: Applied Mathematics: Level _______________________ Locating Information: Level _______________________ Reading for Information: Level _______________________ Mitchell E. Daniels, Jr., Governor Ronald L. Stiver, Commissioner Date Date Gold Certificate WorkKeys® is a national workforce development system that compares a worker’s skills with the skills required to successfully perform a specific job. The holder of this certificate has scored at least a level five in Applied Mathematics, Reading for Information, and Locating Information. A Gold level certificate indicates skills at a level required by 90 percent of all jobs profiled nationally through the WorkKeys® system. The holder of this certificate demonstrates mastery of the following skills: APPLIED MATHEMATICS Skills for Level 5 READING FOR INFORMATION Skills for Level 5 LOCATING INFORMATION Skills for Level 5 • Decide what information, calculations, or unit conversions to use to solve the problem • Look up a formula and perform single-step conversions within or between systems of measurement • Calculate using mixed units (e.g., 3.5 hours and 4 hours 30 minutes) • Divide negative numbers • Find the best deal using oneand two-step calculations and then comparing results • Calculate perimeters and areas of basic shapes (rectangles and circles) • Calculate percent discounts or markups • Figure out the correct meaning of a word based on how the word is used • Identify the correct meaning of an acronym that is defined in the document • Identify the paraphrased definition of a technical term or jargon that is defined in the document • Apply technical terms and jargon and relate them to stated situations • Apply straightforward instructions to a new situation that is similar to the one described in the material • Apply complex instructions that include conditionals to situations described in the materials • Sort through distracting information • Summarize information from one or more detailed graphics • Identify trends shown in one or more detailed or complicated graphics • Compare information and trends from one or more complicated graphics For information about WorkKeys® contact your local WorkOne Center. A list of all WorkOne Centers can be found online at: www.workforce.IN.gov X402 Indiana@Work Program Overview Announced by Gov. Joe Kernan in January 2004, Indiana@Work is a bold and innovative new program that merges the training efforts of the Indiana Departments of Workforce Development and Commerce to create the world’s most capable workforce. In the last several years, Indiana has taken an aggressive approach to creating jobs and improving the skills of its workforce. In 2002, Indiana became the only state in the nation to restructure its entire corporate tax code in order to spur more job growth. Energize Indiana, the most sweeping economic development plan in our state’s history, was passed with bipartisan support in 2003. Providing a wide array of new economic development tools and incentives, it focused the state’s future on four industry sectors: Advanced Manufacturing, Information Technology, Life Sciences, and 21st Century Distribution. On the heels of those historic actions, Indiana@Work was the next logical step. The program builds upon those efforts and focuses on our greatest asset, Hoosier workers. Through Indiana@Work, workers can upgrade their skill levels and companies can become more competitive. A major component of Indiana@Work is the WorkKeys® skills assessment. Developed by ACT, skills assessments provide an impartial look at an individual’s strengths and weaknesses. The assessments can also be used to help match people to jobs within CS3, the state’s computerized job matching system. Job profiling is the employer segment of Indiana@Work. The profiles help businesses identify the skills and skill levels needed for workers to be successful on the job. Professional job analysts work with experienced employees to define the duties of each occupation and, together, they create specific job profiles. After identifying the skill levels of employees, companies can evaluate any skill gaps between the job profile and each individual’s skills assessments. This impartial evaluation can then serve as a foundation to develop training programs tailored to specific individual and company needs. Finally, through job fairs, advertising and local WorkOne Centers, Indiana@Work offers assistance in recruiting employees. By using this extensive job recruitment and marketing plan, Indiana@Work is helping companies and workers make the best possible choices and energizing Indiana’s workforce. State working on job hunt Indiana hoping a change in name changes direction of development By Rebecca Helmes Staff writer After two factory job layoffs, Larry Pennington has a job again. With more than three decades of manufacturing experience, he likes his job at Autocar in Hagerstown and wants to see the company grow beyond its current 210 employees. "It's been a real good place to work," he said. "They worked with (me), we had a few problems starting out but they worked with me." Pennington is an example of someone who benefits from the work state and local economic development officials did to bring Autocar to Wayne County. He's working in a facility that might never have come to the area were it not for deals struck with people working specifically to attract jobs to the area. And the plant is prospering. It is putting together eight trucks per day -- a far cry from the three trucks the facility made for all of July 2003 when it was just getting started. Ron Afflebach, Autocar's human resources director, said the company is growing, and part of the credit for that falls with local and state economic development officials. "The state of Indiana has done very well by us," he said, and so has the county. "In order to compete globally you need to leverage all the resources any state brings to bat for you." Autocar President Jim Johnston said the state has been by the company's side from the beginning. It helped them get into the former Dana Corp. building at a minimal cost, ensured the working conditions there were good, helped them glean workers from the Work Keys program, one that matches potential employees with employers through the Indiana Department of Workforce Development, and obtained training grants for employees. Now, 18 months into the plant's operations, they are profitable. "We're not just going to talk about it, we're going to help you invest," said Johnston about how the state approaches businesses. Autocar's products are exported to Canada and Australia, and 80 percent of their components are made in Indiana. The company buys many of its supplies from other Indiana businesses, such as the engines made in Columbus and the transmissions made in Indianapolis. Company executives would like the state to take part in a program that encourages other Indiana businesses to buy as much of their supplies as they can from other Indiana companies. Mickey Maurer, the president of the Indiana Economic Development Corporation, formerly known as the Indiana Department of Commerce, recently visited the Hagerstown facility. "They're taking the time, making the effort," Johnston said about state officials. After Maurer's visit, Afflebach traveled to Indianapolis and said the state brought together all the key contacts the company would need to pursue various state programs to potentially help the business. There are 12 to which Autocar could apply. "They benefit the company, but they also benefit the citizens of Indiana," said Afflebach. WorkOne Employees are arguably a company's most important asset. In Indiana, the state can help match companies with potential employees through skills and aptitude tests to make searching for employees easier. "You'll find the majority of employees laid off from another job before they came here," Afflebach said. Jason Young, an Autocar worker from Connersville, worked at a Wendy's restaurant before taking his current job in Autocar's diagnostics area. After Young spent some time filling out paperwork from the WorkOne office, his documents came to Afflebach's attention. "Here's a smart guy who's underemployed," Afflebach said about what he thought before Young was hired. "Most of these people don't know anything about building trucks, but they have the aptitude to learn how to build trucks." Autocar hires almost exclusively from east central Indiana. Young didn't know anything about trucks before, but now he's using a computer to run tests on them when they're almost finished being built. He said it took him about a month to get the basics down, and now he learns new material every time the engineers change a model. The WorkOne offices give Autocar job applicants using the Work Keys program. Only those people who have the aptitude to learn how to do the kind of work Autocar does are sent for further consideration by the company. "The state has underwritten it, we haven't had to pay for that," Afflebach said. "It actually saves time for the HR (human resources) types like me. I feel there's a very good labor force here in the area. I consider that to be a competitive advantage." Pennington also found his job through WorkOne and wants to see the facility continue to grow. "Hopefully some day we'll have two complete shifts on different sides," he said. "Lots of them (his coworkers at Autocar) got factory experience, lot of them don't have." Autocar has 84 union members and 19 probationary members. The average pay is more than $12 per hour, and starting pay for the factory is $9.47 an hour. Pennington said there are not too many factories that people can hire into as a young person and retire from decades later. "It's good to have the work," he said. As he walked through the plant this week, Afflebach greeted most workers by name and they returned the greeting. "I know all these employees by name, and they know me," he said. "We want to all retire from here." NEWS RELEASE For Immediate Release: April 18, 2005 Media Contact: Kip Chase, 317/ 232-3396 Robert Shula, 317/ 234-0263 Indiana@Work to aid four central Indiana companies Four Indianapolis area companies utilize state workforce development program Indianapolis, Ind. –Four more central Indiana companies have signed up for Indiana@Work, one of Indiana’s workforce development programs. Through the Indiana Department of Workforce Development, Marion County’s American Medical Supply Co Inc., Marten Transport Ltd., Miller Veneers Inc. and Shelby County’s O’Neal Steel were awarded a total of $45,706 to assess the skills of up to 566 individuals and profile 16 different positions. • American Medical Supply Co. Inc. of Indianapolis will use the $6,238 from the Department of Workforce Development to assess the skills of up to 11 people, three of which are potential new hires. The money will also allow the company to profile its positions of general management, customer service representative and store clerk. • Marten Transport Ltd. of Indianapolis will use a $14,100 allotment to assess the skills of up to 125 possible new hires. This funding will also go towards profiling the positions of regional driver, tractor-trailer technician and reefer technician. Marten, one of the premier protective-service transportation companies in operation today, currently operates more than 2,400 tractors and 3,000 trailers. With terminals in Wisconsin, Georgia, California, Oregon and Indiana, Marten employs more than 2,000 people and works with an additional 600 owner-operator partners. • Miller Veneers Inc. located in Indianapolis will utilize the $12,776 allotment to offer skills assessments to 30 existing workers and a potential 30 new hires, while also profiling the positions of flitch cleaning/log pulling, warehouse, dryer offbearer, sawmill offbearer and hanger. Miller Veneers, which employs 179 people, has been in the wood veneer production industry for three quarters of a century. • O’Neal Steel of Shelbyville will use the $12,776 allotment from the Department of Workforce Development to provide skills assessments to 45 existing employees and profile the positions of stock pulling/materials handler, parts cleaning, press brake operator, machining center and welder. WorkKeys®, the centerpiece of Indiana@Work, is a comprehensive that determines the skills necessary for a specific job. It also matches the individual's skill level to particular job requirements. Job profiling, the employer segment of WorkKeys®, helps businesses identify the skills and skill levels needed for workers to be successful at their specific job. The Indiana Department of Workforce Development is charged with continually improving the Hoosier workforce by assisting companies to create new jobs and improve employee skills. The agency offers a variety of training and educational grants, partners with the state’s 27 WorkOne Centers, administers the unemployment insurance system, provides labor market information, assists employers with preparing workers for layoffs and closures and operates the a statewide job placement service For more information on this or other DWD programs, call 888-465-4616 or visit the web site at www.workforce.IN.gov. ### How Indiana@Work Helps Businesses: • • • • • • • Find and train the right people Strengthen applicant pools Increase employee productivity Boost employee morale and reduce turnover Identify and fill employee skill gaps Target specific training needs Recruitment assistance through job fairs, advertising and marketing opportunities • Streamline hiring process, reducing costs • Equal opportunity compliant Indiana@Work is based on a nationally recognized system called WorkKeys® that teaches and assesses workplace skills. WorkKeys was created by ACT, a non-profit education and career-planning group. For more information, go online to: www.indianaatwork.IN.gov INDIANA WORKFORCE DEVELOPMENT Department of Workforce Development 10 North Senate Avenue Indianapolis, IN 46204-2277 1-800-465-4616 www.workforce.IN.gov Indiana Department of Commerce One North Capitol, Suite 700 Indianapolis, IN 46204 1-800-280-0584 www.indianacommerce.com The Right People. The Right Time. The Right Place. As the economy changes, competition increases and technology advances—one thing remains the same. You’re only as good as your team. To be successful in any business, a strong, skilled and flexible workforce is required—but locating, developing and maintaining that team isn’t always easy. Through Indiana@Work Hoosier employers now have access to an innovative new program that can help employers and employees speak the same language, ensuring your business finds the right people at the right time. Using a nationally renowned assessment system, Indiana@Work identifies skills needed to perform certain tasks, assesses the skills of new, existing and potential employees and offers training to upgrade skill levels— all free of charge. Job Profiles Job profiles help employers identify the skills needed for workers to be successful on the job. Using proven methods, professional job analysts work with existing staff to define the duties of each occupation and create a specific job profile. Job Profile Facts: • No cost to the company or employees • Easy, one-page applications for employers • Profilers work with the company’s on-the-job experts • Up to 5 job profiles developed per year, per company • Less than 1 week to complete each profile • Company retains all documentation Gap Training Skills Assessments Available to all Hoosiers, skills assessments help take the guesswork out of the recruitment process. Employers receive objective, reliable information about each candidate’s workplace skills, including: • Information location • Observation • Reading for information • Mathematics • Applied technology • Teamwork • Listening • Business writing • Communication Indiana@Work uses a welll defined “skill scale” established by ACT, a non-profit education and career-planning group, to explain each skill and candidate’s score. Assessments may use a combination of traditional paper testing and/or audio or visual analysis, and some assessments are available in Spanish. Assessment Facts: • Assessment times range from 30 to 65 minutes • Individuals may receive assessments in as many as 5 of 9 categories • Assessments are provided free of charge up to 2 times • New or experienced workers are eligible Maintaining a workforce with the latest skills available is vital to the success of any company. Indiana@Work offers financial assistance to help improve or fill any gaps in an employee’s skill. Gap Training Facts: • No company or employee investment is required • Indiana@Work pays up to 75% of eligible training expenses • Training is available for new and experienced workers • Companies may also be eligible for other state assistance Recruitment Assistance Through job fairs, advertising and local WorkOne Centers, Indiana@Work offers assistance in recruiting employees. By using this extensive job recruitment and marketing plan, Indiana@Work is helping companies and workers make the best possible choices and energizing Indiana’s workforce. Indiana @Work Ø Three-quarters of Indiana small business owners believe that the economy will improve during the first half of 2004 and more than 40 percent plan to hire new workers. National City Corp. survey of 1,200 Indiana small business owners, IBJ, 12-29-03 Ø Indiana is one of the top 10 states for new or expanding businesses. Plants Sites & Parks, January 2004 Ø Indiana has the 11th most business-friendly tax climate in the nation. The Tax Foundation, May 22, 2003 Linking Hoosier workers to jobs of the future Ø In 2003, more than 48,000 Hoosiers received job training through Dept. of Commerce training programs. More than 219 companies were assisted through the same programs, leveraging more than $2 billion in private investment. Indiana Dept. of Commerce Indiana@Work builds on the success of Energize Indiana by extending worker assessments and job profiling for Hoosier workers and employers statewide, while beginning to match workers with job opportunities based upon their personal set of career skills. Indiana@Work demonstrates our state’s recognition that to compete in a global marketplace, our greatest assets are those members of our current, emerging and future workforce living right here in Indiana. Pilot programs with a national job matching and worker assessment tool called “WorkKeys” have already been successful across Indiana, now Indiana@Work will go further by: Ø Focusing on skills for a specific career, not just a specific job; Ø Expanding existing job matching and worker assessment programs statewide; Ø Creating “Career Pathway E-resumes” for the lifetime of a worker’s career; and Ø Expanding e-resumes to build around Energize Indiana’s four targeted industrial sectors of advanced manufacturing, information technology, life sciences and high-tech distribution through coordinated management How Indiana@Work…works Action and Funding Example: A worker was recently laid off from his job as a machine operator, a job in which he has worked for 15 years, and is now in the market for new employment. Unfortunately, there is no demand for machine operators in his community, and he doesn’t want to move his family. He knows he has skills and experience in a specific occupation…and now he’s looking for a way to use them differently. Indiana@Work requires only state government administrative action, and combines existing Energize Indiana federal funding of $5 million a year for five years, as well as nearly $5 million a year for five years in state funds from Dept. of Commerce training programs. Through Indiana@Work, at his local DWD WorkOne Center, the worker gets an assessment of his career skills. He then uses Indiana@Work to discover what current job openings in his local area he is qualified for. He discovers a job opening, with a higher salary, but it requires a little more education than he has. Indiana@Work helps him get the training he needs, provides him with an electronic database of his skills and experience…and a higher paying job to match. WorkKeys pilot success stories Tippecanoe County The Tecumseh Area Partnership (TAP) has worked with many different entities in their region, including Eli Lilly and Company Tippecanoe Labs, Lafayette Jefferson High School and the Lafayette Adult Resource Academy. Recently, TAP partnered with the local WorkOne Center and Purdue University to support an employer reception to showcase WorkKeys as a prelude to a technology job fair being held in May. Southwest Indiana Career Choices Incorporated (CCI), in partnership with the Dept. of Workforce Development in the Southwest Work Service Area has performed seven job classification profiles and is currently working on eight additional such profiles. Companies impacted include Whirlpool Corporation, Berry Plastics Corporation and Curtis-Maruyasu of America (CMA). Job seekers interested in working for these companies attend WorkKeys assessment sessions held weekly at the Evansville WorkOne Center. Since Dec. 1, 2003, more than 100 assessments have been completed. In addition, the partnership with Whirlpool has resulted in more than 600 job assessments since they began using WorkKeys. Color-Coded For Easy Reference: Guide to Indiana's WorkOne Offices WorkOne Centers WorkOne Express Offices Department Of Workforce Development July 2004 Edition THE CENTER OF WORKFORCE INNOVATIONS Michigan City East Chicago Gary Hammond Porter Marshall Starke Pulaski Newton Fulton Jasper Warsaw Kosciusko Whitley Wabash ton Cass Delphi Wells Peru Grant Howard Marion Clinton Covington Boone Vermillion Anderson Putnam Richmond Greenfield Shelby Brazil Owen Clay Spencer Terre Haute Vigo Connersville Morgan Bloomington Greene Bartholo- Loogoo- Orange Paoli Pike Gibson Perry SOUTHWEST INDIANA Boonville Rockport Jackson Salem Ripley Ohio North Vernon Jefferson Switzerland Scott Madison Scottsburg SOUTHERN SEVEN Clark Crawford Jasper Spencer Lawrenceburg Columbus Jennings Washington Dubois Warrick Brown Dearborn Decatur mew Bedford Knox Washington Martin Petersburg Nashville Greensburg Franklin Seymour SHAWNEE TRACE Daviess tee SOUTHEASTERN INDIANA Franklin Shelbyville Monroe Lawrence Vincennes Fayette Martinsville Linton Sullivan Union Rush Johnson SOUTH CENTRAL INDIANA Sullivan Evansville Mt. Vernon Marion Greencastle WESTERN INDIANA Posey Vanderburgh Wayne New Castle (see inset) Avon Winchester Henry Hancock Rockville Clinton Princeton Fishers Hendricks Randolph EAST CENTRAL INDIANA CIRCLE SEVEN Montgomery Parke Muncie Hamilton Lebanon Portland Delaware Madison Frankfort Crawfordsville Fountain Jay Hartford City Tipton Lafayette Adams Blackford Kokomo TECUMSEH AREA PARTNERSHIP Decatur Bluffton Huntington Tippecanoe Warren Allen Miami Wabash Hunting- NORTH CENTRAL INDIANA Carroll Fort Wayne NORTHEAST INDIANA Logansport Monticello White Auburn Columbia Citt Rochester THE CENTER OF WORKFORCE Winamac INNOVATIONS Benton DeKalb Noble Plymouth Knox Rensselaer Steuben NORTHERN INDIANA Valparaiso Morocco LaGrange Elkhart LaPorte NORTHWEST Angola Elkhart St. Joseph LaPorte Portage Crown Point LaGrange South Bend Floyd Clarksville Jeffersonville New Albany English Corydon MARION COUNTY Harrison Tell City Westside Eastside Michigan Street Good jobs for good people. Energizing Indiana’s Workforce One Hoosier at a Time. Get the right job at the right time in the right place. Looking for work? Not happy with your current job? Not sure where you fit? Indiana@Work can help! Available at any of the state’s WorkOne Centers, Indiana@Work is an innovative new program designed to help Hoosiers learn new skills, improve job performance and find better jobs. Indiana@Work uses a nationally recognized system that gives workers an impartial look at their strengths and weaknesses as well as opportunities to fill in any gaps. And, Indiana@Work will even help match you to jobs that fit your skills. And the best part — it’s all free! Assessment Facts: Available to all Hoosiers, skill assessments are provided in the following categories: • Information location • Observation • Reading for information • Mathematics • Applied technology • Teamwork • Listening • Business writing • Communication Assessments may use a combination of traditional paper testing and/or audio or visual analysis, and some assessments are available in Spanish. Your best job is yet to come! For more information about finding your place in Indiana’s workforce, log on to www.indianaatwork.IN.gov or call 1-888-WorkOne NEWS RELEASE For Immediate Release: Jan. 7, 2005 Media Contact: Jeff Harris, 317/ 232-3396 Robert Shula, 317/ 234-0263 Nine Southern Indiana companies receive aid through Indiana@Work INDIANAPOLIS, Ind. – Gov. Joe Kernan announced today that nine southern Indiana companies have joined Indiana@Work, Indiana’s innovative workforce development program. “Indiana@Work was created to help companies assess the skills needed for jobs and match them with workers who fit those needs,” Kernan said. “I am pleased that these Hoosier businesses are taking advantage of these state resources to invest in their most important asset – their workers.” Awarded through the Indiana Department of Workforce Development, the following companies received assistance: • Azteca Milling LP of Evansville received $12,160 to provide 100 skills assessments for existing workers and profile its forklift operator, loader, warehouse manager, warehouse supervisor and customer service positions. • Collis Inc. of Evansville received $15,400 to assess the skills of up to 250 job applicants as it seeks to fill up to 100 new positions. The Vanderburgh County company also used the funding to profile its fabrication, finishing, machine setup, forklift operator and supervisor positions. • Counter Design of Evansville used its $11,800 award to offer skills assessments to up to 50 job applicants as the company looks to fill a projected six new positions. In addition, the company’s production manager, machine operator, custom builder, field tech/templater and finish operator positions were profiled. • Futaba Indiana of America Corp. received $14,320 to assess the skills of up to 600 job applicants as the company fills a projected 200 new jobs. Futaba also used the funding to profile its production associate, quality inspector, material handlers and skill trades personnel occupations. • General Electric of Mount Vernon received $14,860 to assess the skills of up to 225 existing employees and profile its mechanic, engineer and lab technician C and D posts. • Mount Vernon’s Infinity Molding and Assembly Inc received $11,800 to assess the skills of up to 50 job applicants for six new jobs. The funding also will be used to profile the company’s process technician, quality technician, maintenance and shipping/receiving clerk positions. • Intrametco Processing Inc. of Evansville received $11,086 to assess the skills of 10 incumbent workers and 40 job applicants as the company adds three members to its staff. Intrametco also will profile its furnace operator, furnace assistant, shredder operator, saw operator and quality control supervisor positions. -moreIndiana@Work/ add 1 • Located in Jasper, Jasper Desk Co. will use $9,012 from the Indiana@Work program to provide up to 70 skills assessments to potential job applicants as it seeks to fill as many as 25 positions. The company also will profile its machine operator, finish utility, assembly, veneer utility and sander positions with the funding. • Rockport Roll Shop LLC located in Rockport received $11,800 to provide up to up to 50 skills assessments of existing and potential new employees. Eighteen assessments will be offered to job applicants as the company seeks to fill six new jobs. The company also will profile its grinder, chromer, mill loader, maintenance and shift lead positions. Indiana@Work, a joint effort between DWD and the Indiana Department of Commerce, builds around Energize Indiana's four targeted sectors: advanced manufacturing, information technology, life sciences and high-tech distribution. Available through the state’s WorkOne and WorkOne Express Centers, Indiana@Work has made skills assessments available to nearly 30,000 Hoosiers and companies statewide have requested more than 700 job profiles since its inception in January. WorkKeys®, the centerpiece of Indiana@Work, is a comprehensive system developed by ACT® that determines and categorizes the skills necessary for a specific job. It also matches the individual's skill level to particular job requirements and serves as a foundation for training programs that close skill gaps and develop a more capable workforce. Job profiling, the employer segment of WorkKeys®, helps businesses identify the skills and skill levels needed for workers to be successful on the job. Professional job analysts work with experienced employees to define the duties of each occupation and together, they create specific job profiles. Through its various programs and initiatives, the Indiana Department of Workforce Development is charged with continually improving the Hoosier workforce by assisting companies to create new jobs and improve employee skills. The agency offers a variety of training and educational grants, partners with the state’s 27 WorkOne Centers, administers the unemployment insurance system, provides labor market information, assists employers with preparing workers for layoffs and closures, and operates the a statewide job placement service For more information on this or other DWD programs, call 1-800-465-4616 or visit the web site at www.workforce.IN.gov. ### NEWS RELEASE For Immediate Release: Jan 7, 2005 Media Contact: Jeff Harris, 317/ 232-3396 Angie Nussmeyer, 317/ 233-5050 Indiana@Work continues to add companies in Northeastern Indiana INDIANAPOLIS, Ind. – Today the Gov. Joe Kernan announced that seven additional Northeastern Indiana businesses have joined the state’s innovative new workforce development program, Indiana@Work. Awarded through the Indiana Department of Workforce Development, grants to the following companies were announced: • Columbia City’s Dana Coupled Products Inc. will use the $15,230 from Indiana@Work to assess the skills of up to 300 people. Of this number, up to 150 job applicants will be assessed to potentially fill 50 new job openings and the remaining are incumbent employees. In addition, the company will also profile its supervisor, maintenance technician, set-up, team leader and operator positions at its Whitley County location. • Located in Huntington, Homier Distributing Co. will assess the skills of up to 125 incumbent employees and profile five occupational categories with $12,700 from Indiana@Work. These positions include tractor assembler, warehouseman, customer service representative, leasing agent and traffic clerk. • With its $7,324 from Indiana@Work, Columbia City’s Oak View Tooling Inc. will assess the skills of up to 15 people so that the company may find qualified candidates for three potential job openings. Any remaining assessments will be used for incumbent employees. Also part of the Whitley County company’s request was five job profiles, including tool grinder, shop foreman, office secretary and bookkeeper positions. • Huntington’s Transmetco Corp. will utilize its $7,432 from Indiana@Work to profile four occupational categories, including furnance operator, sorter, material handler and shipping and receiving. The company will also provide skills assessments to up to 20 existing workers. • Indiana@Work has committed $10,586 to Huntington’s Transwheel Corp., which will be used to assess the skills of up to 85 employees. Additionally, the company will profile its painting, computer numerical control operator, wheel repair and shipping and receiving positions. • LaOtto’s Wayne Tool and Design will use $9,830 from Indiana@Work to provide skills assessments to 50 employees and to profile five occupational categories. Jobs will be profiled in its press department and welding department as well as its set-up, maintenance and quality inspector positions at the DeKalb County facility. -more- Northeastern Indiana/ add 1 • With hopes to expand its workforce, Ligonier’s Western Consolidated Technologies Inc. assess the skills of up to 75 people, 30 of which will be job applicants to potentially fill 10 job openings. The Noble County company will also use the $10,370 in funding to profile its set up, press operator, machine production operator, computer numerical control operator and cutter operator positions. Indiana@Work, a joint effort between the Indiana Department of Workforce Development (DWD) and the Indiana Department of Commerce, builds around Energize Indiana's four targeted sectors: advanced manufacturing, information technology, life sciences and high-tech distribution. Available through the state’s WorkOne and WorkOne Express Centers, Indiana@Work has made skills assessments available to more than 30,000 Hoosiers and companies statewide have requested more than 700 job profiles since its inception in January. WorkKeys® skills assessments, a comprehensive system developed by ACT® that determines and categorizes the skills necessary for a specific job, is the centerpiece of Indiana@Work. It also matches the individual's skill level to particular job requirements and serves as a foundation for training programs that close skill gaps and develop a more capable workforce. Job profiling, the employer segment of WorkKeys®, helps businesses identify the skills and skill levels needed for workers to be successful on the job. Professional job analysts work with experienced employees to define the duties of each occupation and together, they create specific job profiles. Through its various programs and initiatives, DWD is charged with continually improving the Hoosier workforce by assisting companies to create new jobs and improve employee skills. The agency offers a variety of training and educational grants, partners with the state’s 27 WorkOne Centers, administers the unemployment insurance system, provides labor market information, assists employers with preparing workers for layoffs, and closures and operates the a statewide job placement service For more information on this or other DWD programs, call 800-465-4616 or visit the web site at www.workforce.IN.gov. ###