Case In Point: Weld-Ed, a National Science Foundation-funded partnership between business and industry, community and technical colleges, universities, the American Welding Society and government, is in the process of validating occupation-level competency models for three welding occupations: Welder, Welding Technician, and Welding Engineer. Using a customized version of the Advanced Manufacturing Competency Model as their foundation, these models feature a shared fifth tier comprising the competencies common to the welding field. Tiers 6-8 differentiate the three models with unique occupation-level competencies aligned to American Welding Society standards. The competency models will serve as frameworks for curriculum development in partnering educational institutions. For more information visit http://weldingengineering.osu.edu/weldtechcurriculum/.
Case In Point: Michigan Works! Job Force Board, a business-led policy and oversight organization responsible for responding to the challenges of building a highly skilled workforce and a competitive economy, and Bay de Noc Community College are partners in utilizing the Building Blocks Competency Model to address the unique labor market demands of the Upper Peninsula region.
During the recession, companies streamlined many jobs, combining multiple functions into a single job. In discussions, employers emphasized that in addition to specific skill sets, they sought adaptable employees with the personal competencies depicted in the first tier of the Building Blocks Competency Model. The Job Board uses the model for two audiences: to help employers visualize and fully articulate their workforce needs, and to screen jobseekers to determine their readiness for training at the college, or their need for referral to appropriate auxiliary services. In turn, the community college benefits from referrals of the strongest candidates, and uses the upper tiers of the model to inform curriculum. For more information, visit www.jobforce.org and www.baycollege.edu.
Case in point
- As part of their strategic plan, the Pima County Workforce Investment Board (WIB) in Arizona works to enhance the knowledge and skills of area youth to ensure they are proficient in basic skills, know how to learn, and have the skills necessary to achieve in the workforce. The Pima County WIB uses employer competency models to define employer expectations against which to measure student and program performance. For more information, visit http://www.pima.gov/ced/cs/workforce%20investment/workforceinvestindex.htm
Case In Point: The Missouri Economic Research and Information Center (MERIC) works to bring together appropriate state and local partners to align education and workforce programs with the future talent development needs of companies. To support this effort, MERIC develops competency models for targeted industry clusters using the Employment and Training Administration's Building Blocks framework. MERIC has completed models for Energy, Information Technology, Life Sciences, Transportation, and, most recently, a collection of models for six Green sectors: Building, Energy, Farming, Manufacturing, Public Administration, and Salvage Remediation. The model reports identify target occupations and lists knowledge areas, tools and technology used in the occupation, and relevant education programs for each. For more information and to view the other Missouri Target Industry Competency Models, visit
Case In Point: The United States Geospatial Intelligence Foundation (USGIF) accredits post-secondary certificate programs in the field. The 2010 Accreditation Guidelines feature a curriculum framework based on the Geospatial Technology Competency Model (GTCM), developed as a collaboration between the Employment and Training Administration and education and industry leaders. Accreditation applicants must demonstrate how their courses align with the GTCM framework to ensure their programs teach the competencies required by industry.
Geospatial intelligence integrates an array of science, technology, engineering, and mathematics (STEM) disciplines in support of national security interests. USGIF brings together the many disciplines involved in the geospatial intelligence sector to exchange ideas, share best practices, and promote the education and importance of a national geospatial intelligence agenda. For more information, visit http://usgif.org/education/accreditation.
Case In Point: The Northeast Green Education Center (NGEC) has customized the Residential Construction Competency Model to create a Weatherization Model. The model is posted on NGEC's Web site to communicate industry needs to students, the education and workforce communities, and the general public. NGEC is using the model to support the creation of training programs and curricula for the green workforce, focusing on weatherization occupations.
The Residential Construction Competency Model was developed as a collaboration between the Homebuilders Institute (HBI) and the Employment and Training Administration (ETA). The model includes competency requirements for the application of green building practices to the construction or renovation of residential buildings. For more information about NGEC and the Weatherization Competency Model, visit http://ngec.org/. The Residential Construction Competency Model can be viewed at http://www.careeronestop.org/competencymodel/pyramid.aspx?CONR=Y.
Case in point - To address the emerging workforce needs of the Geospatial Technology Industry, the Geospatial Workforce Development Center at The University of Southern Mississippi developed a competency model that articulates required technical, business, analytical, and interpersonal skills. The model enables organizations to "describe the kinds of workers needed in the geospatial information technology industry; improve employee recruitment and selection; manage the performance of existing employees; and design geospatial information technology training and education programs." For more information visit https://www.workforce3one.org/view/1974/info.
Case In Point - The National Network for Pulp and Paper Technology Training (npt2), centered at Alabama Southern Community College, Thomasville, has established national skill standards for workers in the pulp and paper industry. A DACUM process was utilized at four regional sites to identify the knowledge, skills, and attitudes necessary for a pulp and paper plant operator to perform duties and tasks competently. The standards were then used to identify gaps in existing industry training and to develop industry-prescribed curriculum to assure a skilled and technologically advanced workforce. Since plants frequently are in remote, rural locations, recruitment is often problematic. To address this issue, the npt2 developed the "scholarships-internships-jobs" model to secure sufficient future workers with the appropriate education and workplace skills to meet the industry's skill needs. Learn more about npt2's programs for "growing a technologically advanced workforce" at http://www.npt2.org/?DivisionID=5587&DepartmentID=5490.
Case In Point: The AFL-CIO Working for America Institute (WAI) developed the Advanced Manufacturing Workforce Strategies Tool Kit to provide a comprehensive set of resources for unions, employers, Workforce Investment Boards, and other partners who are working to address workforce challenges in the industry. The Tool Kit includes the Advanced Manufacturing Competency Model developed by the Employment and Training Administration in collaboration with industry partners. The model is a resource that identifies the skills and competencies that manufacturers need from their workers to stay competitive and serves as a starting point for discussions about training and certification models. For more information, visit http://www.workingforamerica.org/toolkit/default.asp.
Case In Point: Work for Water developed an informational Web site to help students and job seekers explore careers in the water sector. The site features the Water Sector Competency Model as a resource for potential workers demonstrating the skills needed to work in the field. The site also provides the model as a management, recruitment, and retention tool for current water sector professionals. Work for Water is a joint project of the American Water Works Association and the Water Environment Federation training and education divisions. For more information, visit http://www.workforwater.org/.
Case in Point: The Voice of Oregon Manufacturing Web site is a portal for news and information about manufacturing in Oregon. The Web site links to the Skills Pyramid for High-Performance Manufacturing. The basis for the Skills Pyramid is the Advanced Manufacturing Competency Model developed at the Department of Labor in partnership with major manufacturing organizations. The Skills Pyramid identifies the necessary skills for entry-level workers across all manufacturing sectors. The competencies embedded in the pyramid provide a means to stimulate discussion among manufacturers, education and training providers, workforce professionals, economic development professionals and other key partners regarding the skills employers need in the modern manufacturing workplace. Thus, the Skills Pyramid can be used as an important standardized starting point for conversation among stakeholders about workforce skill needs and the roles and responsibilities of various partners in addressing those needs. For more information, visit http://oregonmanufacturing.org/node/475.
Case in Point: The University Consortium for Geographic Information Science has developed a comprehensive Body of Knowledge to define the competencies needed for success in a variety of professions in the geospatial industry. The resource specifies what aspiring geospatial professionals need to know and be able to do. The Consortium anticipates this resource will serve as the basis for developing curricula; comparing educational programs; informing professional certification; and guiding employee recruitment, selection, and professional development. For more information, visit http://www.ucgis.org/priorities/education/modelcurriculaproject.asp.
Case in point - The U.S. Chamber of Commerce, working with a consortium of states, is developing the Work Readiness Credential based on the competencies a worker needs for entry into the workplace. The Work Readiness Credential is based on a cross-industry standard, defined by experts from multiple business sectors, of what competent entry-level workers need to be able to do. For more information, visit http://www.uschamber.com/icw/strategies/workreadinesscredential.htm.
Case In Point: The Security Industry Association (SIA) undertook a training initiative to meet the Security industry's need for timely and relevant training. SIA developed a competency model to represent the skills needed to effectively perform seven critical security jobs, and built a curriculum map of the courses that teach the needed skills. The model and related curriculum map are resources for writing skill-based job descriptions, recruiting and selecting workers, training new workers, developing training and coaching programs. For more information visit http://www.siaonline.org/content.aspx?id=790.
Case in point
- To keep pace with technological change and benchmark the effectiveness of the manufacturing workforce, the Manufacturing Skill Standards Council (MSSC) has recently created skill standards that identify critical work functions, competencies, and performance indicators of competency achievement. The skill standards will be used for many purposes, including certification and curriculum development. For more information, visit http://www.msscusa.org/
Case in Point: In order to define the full breadth of expected knowledge for a certified Geographic Information Systems Professional (GISP), the GIS Certification Institute (GISCI) plans to adopt the core competency areas listed in the Geographic Information Science and Technology Body of Knowledge. The Body of Knowledge identifies 24 of 114 competency units as representing the minimal content for any qualifying program. GISCI plans to modify its standard GISP application to include a requirement for the applicant to certify that he or she has the range of knowledge, skills, and abilities listed in those 24 core competency units through some combination of education and experience. For more information, visit http://www.gisci.org/Competency_Based/core_competency_model.aspx.
Case in point - Austin Community College has developed over 50 Austin Competency Analysis Profiles (ACAPs) to be used as the basis for program curriculum development. The profiles consist of lists of competencies for a particular occupation. These competencies are developed through a job analysis process involving business, industry, labor, and community agency representatives from throughout the Austin, Texas area. Each ACAP identifies the competencies needed to both enter and advance in a given occupation or occupational area. For more information, visit http://irt.austincc.edu/IDS/curriculum/acap.php
Case In Point - The Advanced Technological Education Resource Center in Biotechnology, located mainly at the City College of San Francisco, sponsors the Bio-Link website which supports industry-driven technical education, use of industry expertise in curriculum development, and links between technical programs and industry organizations. Bio-Link provides background on skill standards development and links to the national bioscience industry skill standards, and information on the state-funded Austin Competency Analysis Profile. On this foundation, Bio-Link develops and promotes expanded biotech education programs, professional development for instructors, improved curriculum, and use of technologies to create an information-sharing system. Bio-Link's online clearinghouse collects and disseminates curricula and instructional materials specifically targeted to biotechnology technicians and bench scientists. To explore, visit http://www.bio-link.org/