Using PLA as a Workforce Development Tool
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Transcript of Using PLA as a Workforce Development Tool
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Using PLA as a Workforce Development Tool
November 10, 2011
Sarah Miller, CAEL Dr. Robin Millar, CEW
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Sarah MillerPublic Sector Services Consultant, CAEL
Dr. Robin MillarExecutive Director, Centre for Education and Work
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Facilitated by:
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CAEL’s Intermediary Role
• Colleges & Universities
• Corporations
• Labor Unions
• Government, Community
and Philanthropic
Entities
• Public Policymakers
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Build a stronger workforce—and a stronger economy
CAEL Public Sector Services builds your capacity to: Identify Employer Skill Needs Connect Worker Skills to Demand Identify education and training gaps
Ensure learning leads to real job opportunities
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Public Sector Services
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Large Scale worker transitions
Increasing emphasis on “Middle Skill” jobs, capabilities
Skills have value no matter where and how they are developed
US DOL TEGL – Increasing Degree and Credential Attainment including Prior Learning Assessment (PLA)5
Guiding Themes of the National Workforce
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Adult Learner in Focus In the U.S., more than 59 million
people, or 30 percent of the adult population, are untouched by postsecondary education.
In 35 states, more than 60 percent of the population does not have an associate‘s degree or higher.
In 2004, adult learners made up approximately 43 percent of total enrollment at community colleges, and represented 12 percent of all postsecondary education students.
Source: Council for Adult and Experiential Learning, “Adult Learner in Focus”, 2008.
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Impact of Credentials and Earnings
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Percentage of Workforce by Education Level 1973-2018
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1973- 91 million
1992- 129 million
2007- 154 million
2018- 166 million
Master's Degree or Better
Bachelor's Degree
Associate's Degree
Some College, no Degree
High School Graduates
High School Dropouts
• Source: The Georgetown University Center on Education and the Workforce
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Anticipated Jobs by Education Level 2018
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• Source: The Georgetown University Center on Education and the Workforce
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How do you use PLA? Do you have policies and
practices? Workers in Transition? Connection to the Workforce
System?
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Prior Learning Assessment
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Drawing Out “Hidden” Skills Workers share high-value
experience
By helping a few workers to identify transferable and creditable skills, they can help guide the rest
Start the process for clear articulation of skills
Build confidence transitioning back into the workforce
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NUMMI Plant Closure: A Case Study of Hollywood Proportions April 1st, 2010 – Non-staggered
closure 4,700 workers / $512m annual pay
&benefits 47 suppliers and more than 1,100
procurement suppliers in 35 CA counties
Estimated total impact of 50,000 jobs lost
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Taking Action The Transition Intuition
Workers in transition are highly skilled
Potential to receive college credit
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Pre PLA support Re-Packaging Workers
Info for employers and industry outreach
Existing skills sets determined Barriers identified and resources
provided
Worker Assessments Transferrable skills identified – re-
labeled to meet other industry sector profiles
Develop worker profiles15
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Clear Challenges Not just skills, but attitude and
outlook weigh heavily Special challenges facing mature
workers Workers had low view of their skills
and experiences Need for sensitive process and
measurements to identify learning from experience
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Building the Portfolio
• Before, During and
After each Job Tasks
• Transferable Skill
• Experience/Evidence of
Skills
•Focus Group input sculpted the portfolio •Process gave directed opportunity for workers to document their experiences on the job
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What do you do before you start a task?
What do you do during the task?
What do you do after the task?
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Before, during, after
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Moving Forward…. Taking your skills with you when
you go
Move from “I just did this” to “This is what I learned”19
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Employee Guide Templates
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• Open-Ended • Experience Prompts • Completed
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Self Assessment Guide Blank template and steps guide the
exercise
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credit vs. CREDIT Is this college level learning?
Do local colleges have policy for prior learning assessment (PLA)
Policy Barriers in the region
Potential policy change with NUMMI portfolios
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The business case for PLA Reduced tuition costs Decreased time to degree Enhanced persistence
Connecting to the Workforce Attract students who otherwise
are not thinking of getting a degree
Using the Case Manager23
Attracting a New Student
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What We learned Highly skilled workforce
Unaware of their talents
Self reflection critical to ID of skills
Both job seekers and staff need support and reinforcement
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Looking Toward the Future
Easing the transition from long term employment to new opportunities
Working with regional education collaborative to change policy on PLA
Connect skills documented with local and regional employer needs
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Questions??? Contact Information
Sarah [email protected](312)499-2672
Dr. Robin [email protected]
204-885-2957
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