Case in Point:  The United States Geological Survey (USGS) created the Core Competency Model for Managers (CCMM).  The CCMM consists of 28 core competencies such as interpersonal skills, technical credibility, and vision.  The model creates a roadmap for a career path in management within the agency and identifies necessary competencies that will make eligible candidates competitive for higher level positions.  Access the model at http://training.usgs.gov/MngmtComps/USGS-CCMM-2005.pdf.

The model was used as the foundation for an on-line survey of USGS managers at the Supervisor, Middle and Senior Manager levels.  Respondents were presented the 28 competencies and their definitions and asked to identify what behavioral metrics associated with the competency applied to them in their current position.  The survey results indicate which behaviors are appropriate to the CCMM and which behaviors are particularly applicable to specific management levels.

Case In Point - The National Center for Agriscience & Technology Education at Kirkwood Community College in Cedar Rapids, Iowa, fosters the development and use of advanced manufacturing technology competencies in the agricultural technology and biotechnology sector.  Through its web-based clearinghouse, AgrowKnowledge, the organization builds industry partnerships across the U.S. to help ensure that education materials are designed to prepare graduates for technologically advanced workplaces.  The Center focuses on adding rigor to STEM (science, technology, engineering, and mathematics) courses, incorporating industry standards and workplace competencies into classroom instruction, and helping educators develop professionally.  AgrowKnowledge has developed career cluster pathways grouped by common knowledge areas and skills required for occupations in key industry sectors.  These pathways provide partners with critical benchmarks for improving curriculum and instruction.  Learn more at: http://www.ictcenter.org/about_us/ate_centers.html 

Case In Point: The Northeast Pennsylvania (NEPA) Logistics & Transportation Industry Partnership has developed a model for Transportation and Logistics that combines the competency model approach with a career pathway. The model serves as a roadmap for employers and employees, outlining the necessary skills and competencies required for employment in the logistics and transportation industry and mapping possible careers. For more information visit http://nepapeopleonthemove.org/jobscareers/.

Case in Point: In 1999, The Federal Acquisition Institute (FAI) initiated a competency-based career development program to promote the professional development of the acquisition workforce.  As part of the program, the FAI designed a Competency-Based Career Development Training Guide.  The Guide serves as a model for employees to build individual development plans, which guide their professional growth, particularly in the early years of a career in Federal acquisition. 

Organizing acquisition career management around specific competencies effectively drives new methods of managing individuals' acquisition careers. By reinforcing the need for business acumen, customer service, flexibility, leadership, and integrity through competencies, the adoption of a results-oriented approach to acquisition and the attainment of business goals can be more easily accomplished.  For more information, visit http://www.fai.gov/drupal/community/competencies.

Case In Point:  The Alaska Department of Labor and Workforce Development's Research and Analysis Section launched a new online job-seeking tool, the Alaska Career Lattice, in December 2011.   The tool is based on extensive analysis of the Alaska Occupational Database, informed by required quarterly unemployment insurance reports from Alaska's employers, by tracking the occupation-to-occupation movements of workers from 2001 to 2009.  Researchers also incorporated extensive analysis of job characteristics from O*NET in developing the tool.  The lattice includes all occupations and provides specific focus on green, healthcare and STEM occupations.

The tool provides value to a broad array of audiences:  educators and school counselors who provide guidance to students on career choices; incumbent workers who wish to progress in their careers; unemployed individuals who need to leverage their existing skills without extensive additional training; and career counselors who need to assess the experience and skills of their clients. By looking at the actual occupation transitions Alaskans have made, users can benefit from real-life data in making informed choices about next steps in preparing for career options.  For additional information, visit http://live.laborstats.alaska.gov/cl/cloccs.cfm.

Case In Point:  The Minnesota Department of Employment and Economic Development partnered with ISEEK.org, a career, education and job resource Web site, and the Minnesota Department of Commerce to develop 5 Green Career Paths tools.  The tools, which rely on O*NET data and were informed by extensive area employer input, are in the following industries:  Natural Resource Conservation, Solar Electric, Solar Heating and Cooling, Residential Energy Efficiency and Commercial Energy Efficiency.  Existing pathways in the Wind and Ethanol industries have also been enhanced.

The target audiences for these career path tools are career counselors, college students, incumbent workers and dislocated workers.  The Web site enables users to research pay, education and training requirements, and skills needed for careers in these industries.  The tool also allows users to compare two careers to find out how one can progress from one job to another within an industry.   For more information, visit http://www.iseek.org/industry/green/careers/green-pathways.html.

Case in point - To improve the quality of accounting education and nurture key competencies in students, the American Institute of Certified Public Accountants (AICPA) developed the AICPA Core Competency Framework.  The framework defines a set of skills-based competencies required for accounting careers. The focus is on core competencies rather than rapidly changing knowledge requirements in order to maintain long-term value and support a variety of career pathways.  For more information visit http://www.aicpa-eca.org/

Case In Point: The United Kingdom's National Health Service has developed a flexible, competency-based Career Framework for Health.  The Career Framework consists of nine key elements or career levels.  The levels range from Initial Entry Level Jobs which require little formal education, knowledge, skills or experience to More Senior Staff which includes staff with high-level decision making and accountability responsibilities.  In a health care system that is moving towards developing a core foundation of competencies needed for specific tasks, the Career Framework provides a guide to career development.  It supports flexible career development and illustrates progression opportunities for staff with transferable, competency-based skills.  For more information visit http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/Publications
PolicyAndGuidance/Browsable/DH_5628932.

Case in Point: The Arkansas Delta Training & Education Consortium (ADTEC) with funding from a U.S. Department of Labor High Growth Job Training initiative grant took an industry-driven approach to develop a Career Pathway in Advanced Manufacturing.  The career pathway identifies multiple exit-points where a worker is employable after completing a high school, 2-year, or 4-year college education.  The Advanced Manufacturing Competency Model served as a basis for broad consensus and provided a set of industry-defined competencies against which student learning will be measured.  For more information, visit http://www.southernideabank.org/items.php?id=2637.

Case In Point: The Capital Workforce Partners (CWP), a regional Workforce Investment Board in northeastern Connecticut, takes a comprehensive competency-based approach to youth career development.  Founded on a set of career competencies identified by CWP and area employers, the Career Competency System comprises three personal learning and career plans.   (1) The Personal Development Profile enables youth to identify personal development assets and how external and internal factors affect learning and working.  (2) The Career Competency Learning Plan informs youth about competencies, assesses ability in each competency, and captures data regarding individual progress.  (3) The Career Interest Inventory allows youth to conduct career research, focus career education exploration, and receive mentoring.  One of the main goals of the system is for youth to demonstrate their ability to enter the workforce and/or postsecondary career education by becoming Workforce Certified (the achievement of CWP Career Competencies).  For more information visit http://www.capitalworkforce.org/partners/index.shtml. 

Case In Point:  Cincinnati Public Schools uses a standards-based teacher evaluation system and career ladder program.  The Teacher Evaluation System (TES) has been nationally recognized as a leading model for enhancing teacher professionalism and supporting higher student performance. Teachers are evaluated against standards of good teaching practices.  These standards define the skills and responsibilities critical to successful teaching and give teachers clear performance and professional development expectations.  The Career-In-Teaching program classifies teachers into five career levels from Apprentice through Accomplished.  Through continuing education and regular evaluations, teachers work to move up the levels leading to increased responsibilities and higher pay.  For more information visit http://www.cps-k12.org/employment/tchreval/tchreval.htm.