Transcript Slide 1

Human Resources
Development
40th Anniversary
Let’s Celebrate
A Call to Action…
Top 5
“Must Have”
Conversations
for Continuing Education Leaders
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Top 5 “Must Have” Conversations
#1 Leadership Capacity
• Do I have the subject matter
expertise to lead a Human
Resources Development program?
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Top 5 “Must Have” Conversations
#2 Program Development
• Are my programs and services
responsive to the needs of
students, employers, and
community stakeholders?
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Top 5 “Must Have” Conversations
#3 Quality Assurance
• What data-driven evidence and
proven practices do I use to solve
problems, make decisions, and plan
strategically?
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Top 5 “Must Have” Conversations
#4 Communication Plan
•What tools/resources do I
utilize to promote the rigor,
relevance, and quality
of my HRD program?
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Top 5 “Must Have” Conversations
#5 Strategic Partnerships
•What tools/resources do I
utilize to build and leverage
partnerships to advance the
mission, vision, and goals of
Continuing Education
program?
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Workforce Continuing Education
WHAT’S TRENDING
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What’s Trending
Training Leading to Certification:
o CE Course Offerings
o NCCCS Performance Measures
Where does HRD fit into the Certification models?
• PHCAST
• Phase I
• Phase II
• MS Digital Literacy
• Workforce Readiness Credential
• Career Readiness Certificate
• Career Exploration
• Expectations/Fit
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What’s Trending
Performance Measures
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Basic Skills Student Progress
Developmental Student Success Rate in College-Level English Courses
First Year Progression
• Licensure and Certification Passing Rate
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GED Diploma Passing Rate
Developmental Student Success Rate in College‐Level Math Courses
Curriculum Student Completion
College Transfer Performance
How Can HRD Support Performance Measures?
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Tier Designation
Tier 1A Includes curriculum budget FTE in health care and
technical education courses that train North Carolinians for
immediate employment in priority occupations that have
documented skills gaps and pay higher wages. A limited number of
continuing education (OE) courses that train students for the exact
same third-party certification as curriculum courses in Tier 1A.
Tier 1B Includes curriculum budget FTE in other high cost areas of
health care, technical education, lab-based science, and collegelevel math courses. FTE in short‐term, workforce continuing
education courses that help prepare students for jobs in priority
occupations and lead to competency‐based industry credentials.
Tier 2 Includes a) all other curriculum budget FTE, b) all Basic Skills
budget FTE, and c) budget FTE associated with other continuing
education (OE) courses that are scheduled for 96 hours or more and
are mapped to a third-party credential, certification, or industrydesigned curriculum.
Tier 3 Includes all other continuing education (OE) budget FTE.
This weighted allocation model is designed to provide a 15%
funding differential between each tier.
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Affordable Care Act
Summary Overview
• Terminology – Continuing Education Instructors
• Look back period definition
• Multiple measures
– Safe Harbour – 2.25
– Fair, consistent
• Reasonable categorical grouping
– Multiplier based on highest prep expectation within a
group – all courses have some prep
• Define expectations clearly
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What’s Trending
NCWorks Career Pathways:
o DOL Career Pathways Initiative
o NC Model
Where does HRD fit into the Pathway models?
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Program Orientation
Program Assessment
Integrated Employer Engagement
Program Exit
• Interviews
• Job Fairs
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What’s Trending
Workforce Innovation Opportunities
Act (WIOA):
o Title 1
o Title 2
Job Driven Training
o Proposed Priority 6—
Improving Job-Driven Training and Employment Outcomes.
(c) Integrating education and training into a career pathways program or
system that offers connected education and training, related stackable
credentials, and other support services that enable low-skilled adults (as
defined in this notice) or other high-need students (as defined in this notice)
to secure industry-relevant certification and obtain employment within an
occupational area with the potential to advance to higher levels of future
education and employment in that area.
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Workforce Continuing Education
STATE BOARD UPDATES
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State Board Code
http://www.nccommunitycolleges.edu/Legal/SBCCCode.htm
Title 1
Community Colleges
Chapter A
State Board Governance
Chapter B
College Operations
Chapter C
Personnel
Chapter D Education Programs
Title 2
Title 3
Chapter D: Education Programs
Chapter E
Student Tuition and Fees
Subchapter 100
Chapter F
Student Financial Assistance
Subchapter 200
Chapter G
Full-Time Equivalent (FTE)
Subchapter 300 Continuing Education
Chapter H
Fiscal Management
Subchapter 400
Curriculum
Subchapter 500
Customized Training
Proprietary Schools
Subchapter 600
Small Business Centers
Chapter A
Subchapter 700
General Provisions
Proprietary Schools
General Definitions
Basic Skills
Rule-Making Process
Chapter A
Rule-Making Process
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State Board Code
http://www.nccommunitycolleges.edu/Legal/SBCCCode.htm
Chapter D: Education Programs
Subchapter 100 General Definitions
Subchapter 200 Basic Skills
Subchapter 300 Continuing Education
Subchapter 300. Continuing Education
Subchapter 400 Curriculum
1D SBCCC 300.1
Continuing Education Definitions
Subchapter 500 Customized Training
1D SBCCC 300.2
Enrollment/Registration Process
Subchapter 600 Small Business Centers
1D SBCCC 300.3
Program Classification
Subchapter 700 General Provisions
1D SBCCC 300.94
Faculty
1D SBCCC 300.95 HRD Program Continuation
1D SBCCC 300.96
Continuing Education Program Management
1D SBCCC 300.97
Instructional Service Agreements
1D SBCCC 300.98
Courses and Standards
1D SBCCC 300.99
Education Services for Minors
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SBCC Code Revision Updates
 Tuition and Fees Chapter
o Failure to Pay – Public Comment 11/21/2014
 Instructional Service Agreements
o Amended 10/17/2014
 Course Repeat Policy
o Public Comment 11/21/2014
 Numbered Memos
 Clarification Memos
7/22/2015
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Workforce Continuing Education
ACCOUNTABILITY & CREDIBILITY
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Audit Study Committee
Vision Statement
Mission:
The mission of the Compliance Services Section is to promote the integrity of
the System’s
budget allocation process by:
• Providing an objective assessment of college compliance with State laws and State
Board
rules governing the reporting of data used as the basis of college budget allocations
as
well as charging and waiving tuition and fees.
• Coaching colleges on areas of potential risk through sharing information on trends in
compliance review findings, good documentation practices, and use of mitigating
controls.
Scope:
The scope of the compliance review is bound by the statutory purpose of
ensuring that the data used to allocate State funds among colleges is reported
accurately to the System Office and that colleges are charging and waiving
tuition and fees consistent with law. Initially, it would include an evaluation to
determine whether the following bullets can be affirmed. Over time, the State
Board would continually review the scope and determine whether, consistent
with the statute, it needs to be revised to adjust for changes in policy or other
relevant circumstances.
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Audit Study Committee
Recommendation
• The Program Audit Study Committee concludes
that an accountability function should be
maintained under the State Board to ensure the
credibility of the System’s formula budget
requests to the General Assembly and the fair
allocation of State resources among the 58
institutions. However, this accountability
function should operate significantly
differently from the current program audit
function.
• The goal is to develop an accountability
system where colleges and System Office
staff work in partnership to productively
identify ways to improve compliance.
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Audit Study Committee
Key Reforms
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Audit Study Committee
Key Reforms
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Current Statute, Code & Guidance
Internal Audit Plan
G.S. 115-5(m)
“The State Board of Community Colleges shall maintain an education program auditing function
that conducts an annual audit of each community college operating under the provisions of this
Chapter. The purpose of the annual audit shall be to ensure college programs and related fiscal
operations comply with State law, State regulations, State Board policies, and System Office
guidance. The State Board of Community Colleges shall require auditors of community college
programs to use a statistically valid sample size in performing program audits of community
colleges. All education program audit findings shall be forwarded to the college president, local
college board of trustees, the State Board of community Colleges, and the State Auditor.”
1D SBCCC 300.96(c)
“Each college’s local board of trustees must adopt a policy which requires the development and
implementation of an internal audit plan. Each college is required to publish, maintain and
utilize an internal audit plan. The college presidents shall periodically report to the board of
trustees on the findings of the internal audit. The internal audit plan must be submitted to the
department for compliance review.”
CC00-147 “Revisions to the Accountability and Credibility Plan for Continuing Education”
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Proposed SBCCC Language
1D SBCCC 300.4
PROGRAM MANAGEMENT
a)
Program Planning.
Each college shall review the quality and viability of all its programs and services at
least once every three years to determine program strengths and weaknesses and to
identify areas for program improvement.
b)
Program Accountability.
Below are the general provisions:
1) Each college's local board of trustees shall adopt a policy which requires the
development and implementation of a Continuing Education internal program
accountability plan. At a minimum, the Program Accountability Plan will 1)
define a system of checks and balances to prevent and detect errors or
irregularities when reporting hours for FTE purposes and 2) establish a
framework for defining program quality and improvement procedures.
2) The program accountability plan shall be reviewed by the local board of
trustees at least once every three years.
3) A copy of this policy including amendments shall be submitted to the System
office upon
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Workforce Continuing Education
TECHNOLOGY TOOLS
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Colleague Updates
• Tier Funding
– Tier Levels
New Tier designations
October 2014
• 1A, 1B, 2, 3
– Credentialing Agencies
• Classification of Instructional Programs (CIP)
– The purpose of the Classification of Instructional
Programs (CIP) is to provide a taxonomic scheme
that will support the accurate tracking,
assessment, and reporting of fields of study and
program completions activity.
7/22/2015
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Ellucian Elevate
• What is Ellucian’s turnkey solution?
– Elevate is a mobile ready Software as a
Solution (SaaS) to manage, market and
measure Workforce Continuing Education
courses.
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Catalog/Program Management
Course Marketing/Tracking
Enrollment
Completion
Integration to Student Information System (SIS)
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NEW NCCCS Website
You may have noticed a
change if you visited
our website recently
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Workforce Continuing Education Webpage
Work in Progress
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Credential Information
Training Documents
Accountability Guidelines
Instructor Resources
Student Resources
http://www.nccommunitycolleges.edu/workforce-continuing-education
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Where Did It Go?
• Annual Reporting Plan and Status Updates
– http://www.nccommunitycolleges.edu/business-intelligence
• Annual Statistical Reports
– http://www.nccommunitycolleges.edu/business-intelligence/annualstatistical-reports
• Audit Services
– http://www.nccommunitycolleges.edu/finance-operations/audit-services
• Budget Information
– http://www.nccommunitycolleges.edu/finance-operations/budgetaccounting/budget-information
• State Board Code
– http://www.nccommunitycolleges.edu/sbcccode
• State Board Meetings/Agendas
– http://www.nccommunitycolleges.edu/state-board-community-colleges
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Grants & Initiatives
Microsoft Academy
MS IT Academy
The Microsoft IT Academy (ITA) program provides colleges with a full curriculum for
teaching technology courses and learning tools that help students achieve success.
NCCCS State-wide MOU
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Available for both CE and CU academic levels
•
Colleges have 500 vouchers for Microsoft Office Specialist (MOS) certification
exams at Certiport Centers.
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Colleges have 10 vouchers for faculty/staff certifications in Microsoft Office
Specialist (MOS), Microsoft Technology Associate (MTA), and Microsoft
Certifications Solutions Associate/Expert (MCSA/MCSE)
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Colleges have access to DreamSpark subscription – Microsoft products outside
of MOS Sharepoint; Visual Studio; MS Project; MS Visio; Windows Client
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Colleges have access to Microsoft Official Academic Course (MOAC) digital
textbook/curriculum
For more information, contact
Margaret Roberton at (919) 807-7159 or [email protected].
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NC Community College System Office
WORKFORCE TRENDS
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What’s Trending with
Workforce Development in NC?
• Gov. McCrory’s NCWorks Initiative
• NC Jobs Plan Report
• NCWorks Career Pathways System
• Workforce Innovations Opportunity
Act (WIOA)
• Closing the Skills Gap
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Workforce Development in North Carolina
NCWorks – Five Step Plan
Step 1:
W ork with one name – NCWorks
Step 2:
O ptimize a new joint position for a
stronger response to business needs
Step 3:
R echarge the Commission on Workforce
Development
Step 4:
K eep a consistent flow of timely, high-
quality data going to our workforce partners
Step 5:
S can the needs of our businesses: 1,000
companies in 100 counties in 100 days
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#Align4NCWorks
Align4NCWorks
Workforce and Economic Development Partners
State-level
Local
1) NC Community College
System
Community Colleges
2) NC Department of
Commerce
Workforce Development
Boards
Economic Developers
3) NC Department of Public
Instruction
Schools
4) Business & Industry
Business & Industry
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Goal: NC will have the
Nation’s Best Workforce
How to Achieve:
Alignment:
•
Current Programs/Initiatives
•
Efficient Use of Resources
•
Brand/Messaging
•
Economic Development
Responsiveness:
•
Customer Needs (Students,
Economic Development, Agencies,
Colleges)
•
Industry Needs
•
Improved Quality of Education &
Training
Engagement:
• Public Awareness of Career & Education
Opportunities
• Industry Work-based Education
Opportunities
• Industry Feedback/Connection
Accountability:
• Shared Success Metrics
• Industry Satisfaction
• Success rates for students/trainees
• Citizens and Funders
Align4NCWorks
Learning Summits
Other Align4NCWorks
Best Practice Themes
• Career pathway development, awareness
• Promotion of higher education offerings to
high school students
• Work-based learning
• System approach to training, job search
• Entrepreneurship and economic
development
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Align4NCWorks
Sample
Challenges
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Talent pipeline issues
Interest gap
Skills gap or disconnect with industry needs
Outdated technology
Difficulties in achieving scale
Obstacles to system coordination
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Workforce Development in North Carolina
North Carolina Jobs Plan
Education and Workforce Development
Goal: Develop and retain a globally competitive
workforce with the knowledge and skills for high
quality, sustainable North Carolina jobs.
1. Increase North Carolina’s competitive advantage by further
developing and enhancing Career and Technical Education
(CTE) that provides students the skills to create, make, and
build things.
2. Enhance, integrate and market North Carolina’s education
and workforce development programs
3. Invest in North Carolina’s educational workforce.
4. Support appropriate policies that foster and enable the
development and learning of children.
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Workforce Development in North Carolina
North Carolina Jobs Plan
Targeted Growth Clusters/Branding
1. Identify and target industries for jobs attraction and
retention based on wage rate and project growth analytics.
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Manufacturing
Knowledge Creation
Military
Agriculture
Forestry & Food
Bio Pharma
Business Services
Hospitality, Tourism & Entertainment
Information Technology/Software
Transportation
Logistics
Energy
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Workforce Development in North Carolina
Workforce Innovation Opportunity Act (WIOA)
Impacts for Adult Education
1. Requires a Unified State Plan
2. Establishes Common Performance Measures
3. Expands the Purpose of Adult Education– Transitions to Education &
Employment
4. Support Correctional Education
5. Emphasis Alignment of Activities with Regional Needs
6. Support Professional Development Opportunities
7. Promotes Activities to Improved the Quality of Adult Education Programs
8. Codifies the Integrated English Literacy and Civics Education Program
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Workforce Development in North Carolina
There are
SEVEN
major pathway elements:
1. Increase and sustain employer engagement
2. Employ both demand-driven and data-informed decisions
3. Enhance career awareness and mapping
4. Ensure education and training address and validate skill and competency
needs and attainment
5. Expand work-based learning opportunities
6. Address college access and affordability
7. Connect students to quality careers and employers to quality employees
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Closing the Skills Gap
Skills Student Have
Skills
Gap
Skills Employers Need
Barriers
 Students’ aspirations, motivations, and workplace expectations are misaligned with job market
 Jobs go unfilled while people are looking for work
 Skills-to-Jobs mismatch---diminished demand for low-skilled workers
 Lack of access to high-quality education and training opportunities
 Multiple agencies with multiple funding streams and multiple strategic planning processes
 Employers, educators, and government pointing fingers at each other
 School-to-Work transitional services and college-readiness skill deficiencies
 Availability of good labor market information to forecast trends & potential mismatches
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Leaping the Skills Gap
Skills NC Residents Have
Skills Gap
Barrier Busters
Qualified NC Workforce
Core Success Strategies for NC Back-to-Work
 Demand-driven career pathways tied to documented skills attainment through stackable industry-recognized credentials
 Robust outreach and recruitment events supported by key leaders with a shared agenda
 Redesigned training programs that are high-quality with rigorous and relevant course content
 Students are given relevant practical skills that can help them find employment
 Strong employer engagement activities that gives students a built-in resource network once they begin the job search process
 Student-focused assessment, advising, and coaching that is integrated throughout the program.
 Collaboration across key education, economic, and workforce development partners
 Utilization of resources and services available through the state’s new integrated technology system called NCWorks Online
 Financial assistance is available to targeted groups to pay for registration, books, and instructional materials
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For Discussion
• What best practices or innovations in HRD
should we know about?
• What new directions in HRD should the
System Office and State Board encourage?
• What barriers do you face as you pursue
workforce development aims?
– Policy
– Collaboration with other workforce partners or
business/industry
– Other
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