DOCUMENT RESUME ED 369 928 CE 066 345 TITLE Texas Skills … · 2014-05-07 · DOCUMENT RESUME ED 369 928 CE 066 345 TITLE Texas Skills Development Program. Report to the. cv...ernor

DOCUMENT RESUME

ED 369 928 CE 066 345

TITLE Texas Skills Development Program. Report to thecv...ernor.

INSTITUTION Texas State Dept. of Commerce, Austin.PUB DATE Aus 93NOTE 29p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Career Development; Curriculum Development;

Educational Certificates; *Job Skills; *Labor ForceDevelopment; Postsecondary Education; *SchoolBusiness Relationship; Secondary Education; SkillDevelopment; State Programs; *State Standards;Statewide Planning; *Student Certification;Vocational Education

IDENTIFIERS *Texas

ABSTRACTThe Texas Skills Development Program (TSDP) is a key

long-term strategy of the Smart Jobs initiative that will assistTexas business, industry, and labor in conveying job skillrequirements to the public education and training system. Employersfeel that job applicants do not have the basic reading, writing, andcomputation skills they need. TSDP offers a strategy to teach andtrain to the skill standards set by business and industry. Researchhas focused on defining the standards: explicit skills for duties andtasks within specific occupations. The research shows concern aboutthe following core competencies: basic academic content and workplace'skills; need for technical skills; need for an industry-drivencurriculum; need for industry-recognized credentials; and a sense ofurgency. Recommendations are as follows: adopt principles of theSecretary's Commission on Achieving Necessary Skills (SCANS) and setstandards for core skills, including foundation and workplace skills;implement a statewide system of incentives for the public schools toengage in curriculum development and professional development; marketthe issue of skill standards and certifications; build consensus andpartnerships; build e structure and system to distributeindustry-validated standards and curricula; and institute a system ofindustry recognized certifications. (Appendixes include a figuredepicting career path skills leading to Smart Jobs and a list of nineadditional publications on TSDP.) (YLB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Report to the Governor

U S. DEPARTMENT OF EDUCATIONOffice of E ducatienal Research and improvement

EDU TIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document ha.3 been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

0 (X

TI:YHE EDUCATION'AL RESOURCESINFORMATION CENTER (ERIC)."

SkillsDevelopment

AProgram

Smart 'Jobs Strategies:An industry-driven skill standards and certifications systemis one of the key strategies that will assist Texas in buildinga world-class work force.

2

This Report to the Governor is one in a series of documents that will be produced by the TexasDepartment of Commerce concerning skill standards and certifications and their implica-tions to Texas' work force development agenda. ,.

August 1993

Dear Governor Richards,

This report and recommendations are submitted by the Texas Skills DevelopmentPanel, a steering group of business, industry and labor representatives who haveassisted the Texas Department of Commerce in responding to your call for a statewideprogram to establish employability standards. We advised Commerce on the devel-opment of the program and formulated specific recommendations for yourconsider-ation.

We consider the Texas Skills Development Program to be a key "Smart Jobs"strategy. Texas can develop a world-class work force with a system of world-class,business and industry-driven, skill standards. Our state's education and traininginstitutions need employability standards for basic, workplace and technical skills.

While our primary objective was to provide recommendations concerning occu-pational-technical skill standards, we have concluded that the establishment of highstandards for technical skills is contingent upon high standards for basic and work-place skills. Our overarching concern is with the core skills of Texas graduates andworkers. Basic skills such as reading comprehension, composition and computationconnected to higher-order workplace skills like problem-solving and the ability towork in teams, to analyze cause and effect and to understand complex systems are atthe heart of building a competitive work force.

We believe that these workplace skills, framed by standards and reflected incurricula, are the critical elements that will link employers' requirements to what istaught in Texas' education and training institutions. We must first set standards forthe core skills to be acquired by our graduates. We are supporting a statewide pilotproject that will demonstrate a method to identify standards for core skills and toincorporate those standards into curriculum that is recognized by business andindustry.

The Panel wishes to enlist the full support and involvement of all the firms,organizations, agencies and customers that stand to benefit from a skill standards andcertification strategy in Texas. You have our full support in building the New TexasProsperity and a work force capable of competing in a global economy.

Sincerely,

Texas Skills Development Panel

TEXAS SKILLS DEVELOPMENT PANEL

A steering group established to advise the Texas Department of Commerce on strategy for the Texas SkillsDevelopment Program.

4.14soPSanti o Ca tuDi ectorHuman Relations,Education & ResearchAFL-CIO of TexasAustin, Texas

aitayt, 6. ati,4t4.)

MEMBERSHIP

William DreyerSenior Executive Vice PresidentSouthwestern Bell CorporationSan Antonio, Texas

Walter H. CrinerPresident and CEOCriner-Daniels and Associates, Inc.Houston, TexasHouston Works Private

Industry Council, Chair

Elizabeth G. "Betty" FloresSenior Vice PresidentMarketing DirectorThe Laredo National BankLaredo, Texas

PANEL SUPPORT

Bob DigneoDivision Manager, External AffairsSouthwestern Bell, Texas DivisionAustin, Texas

5

Bill Wal erVice PresidentDirector MMTG ManufacturingMotorola MOS-1 1Austin, Texas

Wayne NesbittMMTG Technology ManagerMotorola MOS-1 IAustin, Texas

STAFF

The Texas Skills Development Program is conducted by the Texas Department of Com-merce, Cathy Bonner. Executive Director. The program is directed by Barbara Cigainero,Director, Work Force Development Division. Jim Boyd, Deputy Director, serves as teamleader for the initiative. The Report to the Governor was developed by the Strategic Planningand Coordination Section: Brenda Lovett, Manager; David Dennis, Joseph Yacono, SarahBailey, and Deron Bissett. Dr. Robert Glover, Research Scientist, University of Texas, hasprovided ongoing support to the program.

Texas Skills Development Program

Report to the Governor

ACKNOWLEDGEMENTS page viii

PREFACE page xi

INTRODUCTION page 1

RECOMMENDATIONS page 6

CONCLUSION AND CONTACT INFORMATION page 14

APPENDICES

CAREER PATH SKILLS LEADING TO SMART JOBS page i

TEXAS SKILLS DEVELOPMENT PROGRAM Additional Publications page ii

7

ACKNOWLEDGEMENTS

Cathy Bonner, Executive Director, Texas Department of Commerce, wishes to acknowledge the manycustomers who have helped shape the Texas Skills Development Program. Texans participated in focusgroups, answered surveys, attended meetings and spoke candidly and passionately about the issues. Cutting-edge business and industry leaders, along with state and national academicians with expert knowledge onwork force issues steered us in the right direction. We thank you.

Ms. Kristina Baldwin,Systems AnalystHoechst Celanese Chemical GroupHouston, Texas

Mr. Richard Norman, ManagerHoechst Celanese Chemical GroupHouston, Texas

Ms. Michele Reed,Research Engineer IIIAutomation & RoboticsResearch InstituteThe University of Texas at ArlingtonFt. Worth, Texas

Dr. Don Liles, Associate DirectorAutomation & Robotics ResearchInstituteThe University of Texas at ArlingtonFt. Worth, Texas

Mr. Carl B. Reynolds,Senior Systems AnalystParamax Systems CorporationHouston, Texas

Mr. James Jackson, Staff EngineerOmniplan CorporationHouston, Texas

Mr. R. E. Montho, Jr.,General ManagerOmniplan CorporationHouston, Texas

Mr. Tom WilliamsOmniplan CorporationHouston, Texas

Mr. Cris DeWitt, CIM AnalystMotorola MOS-11 MD-214Austin, Texas

Ms. Jackie Marsh,Assistant Vice PresidentLomas Information SystemsDallas, Texas

Ms. Lynda-Ross Vega,Executive Vice PresidentLomas Information SystemsDallas, Texas

Mr. Edwin I. NittlerLTV Aircraft Products GroupDallas, Texas

Mr. Joe Polanski,Computer Systems AnalystTrinity PublicationsAustin, Texas

Mr. Andy Cook,Operations Technical ConsultantElectronic Data SystemsPlano, Texas

Mr. Darl DavidsonElectronic Data SystemsTechnical DevelopmentPlano, Texas

Mr. Dave Altus,Director Computer CenterRegion IXX Education Service CenterEl Paso, Texas

Dr. John Uxer, Executive DirectorComputer CenterRegion IXX Education Service CenterEl Paso, Texas

Mr. Bobby J. Rhodes,Manager of Computer OperationsLTV Aerospace and DefenseCompanyDallas, Texas

Mr. Dean RichmanParamax Systems CorporationHouston, Texas

Dr. Anita Baker, Project ManagerLockheed Engineering and SciencesCompanyHouston, Texas

Mr. Richard P. Porter, PresidentLockheed Engineering and SciencesCompanyHouston, Texas

Mr. M. Scott Steubing,Manager Customer Service SupportSouthwestern Bell TelephoneSan Antonio, Texas

Mr. Maynard BelsonSouthwestern Bell TelephoneSan Antonio, Texas

Mr. Richard W. Collier, Supervisor,Machine OperationsAmoco Oil CompanyTexas City, Texas

Mr. Alvin Keith, Manager,Refinery ServicesAmoco Oil CompanyTexas City, Texas

Mr. Jeff Amato Resource, ManagerIBM CorporationAustin, Texas

Ms. Brenda WilliamsIBM CorporationAustin, Texas

Mr. Greg McBrideLTV Aircraft Products GroupDallas, Texas

Mr. Ed Park,Director of Computing ServicesAmoco Oil CompanyTexas City, Texas

Mr. Bob Blevins, PresidentHolt, Reinhart & WinstonAustin, Texas

Mr. Lansing Bicknell,Systems Analyst & Trainer

,Motorola Inc.Ausdn, Texas

Ms. Pam BossertMotorola Inc.Austin, Texas

Mr. Bruce Janke,Senior Systems AnalystJ.C. Penney Business ServicesDallas, Texas

Mr. R.A. Mooney, PresidentJ.C. Penney Business ServicesDallas, Texas

Mr. Herb BludeauUSAA - BP3San Antonio, Texas

Mr. George McCallUSAA - D3WSan Antonio, Texas

Mr. B.D. Harper,Manager of Computer OperationsLTV Aerospace and DefenseCompanyDallas, Texas

Ms. Catherine Willis, CIM TrainerMotorola MOS-11 MD-214Austin, Texas

Dr. Robert Glover, Research ScientistLBJ School of Public AffairsThe University of Texas at AustinAustin, Texas

Mr. Mark Hughes, ERA DirectorTexas Employment CommissionAustin, Texas

Mr. Marc Anderberg,Labor Market Information SpecialistTexas State Occupational InformationCoordinating CommitteeAustin, Texas

Mr. Richard Froeschle,Executive DirectorTexas State Occupational InformationCoordinating CommitteeAustin, Texas

Mr. John Carnes, Assistant DirectorTexas State Technical CollegeMarshall, Texas

Dr. Ray Marshall,Former U.S. Secretary of LaborLBJ School of Public AffairsThe University of Texas at AustinAustin, Texas

Mr. Kurt E. Graf,Field Support ManagerCutler/Williams, Inc.Dallas, Texas

Mr. George Enochs, PresidentCutler/Williams, Inc.Dallas, Texas

Mr. Jeff Gwyn, Network Control Shift1 B-3-EUSAASan Antonio, Texas

Mr. John Stevens, Executive DirectorTexas Business and EducationCoalitionAustin, Texas

Dr. Robert G. Sheets.Senior Research AssociateCenter for Governmental StudiesNorthern Illinois UniversityDekalb, Illinois

Mr. Alfred Palomares,Network Control Shift 1 B-3-EUSAASan Antonio, Texas

ix 9

Ms. Julie Stearns,Systems AdministratorHolt, Reinhart & WinstonAustin, Texas

Mr. Rex Womble, PresidentB&B Body and Paint, Inc.Austin, Texas

Mr. Terry Hudson, Executive DirectorCity of HoustonService Delivery AreaHouston, Texas

Mr. Joe Rutledge, MemberTexas State Job TrainingCoordinating CouncilOdessa, Texas

Ms. Laurie Bouillion-Larrea,Executive DirectorPrivate Industry Council of DallasDallas, Texas

Mr. Kwaku Agbottah, Private IndustryCouncil ChairpersonInternational Trade & InvestmentCorporationAustin, Texas

Ms. Celeste Guerrero,Assistant District DirectorEducational AffairsDallas County Community CollegeDistrictDallas, Texas

Ms. Sonya HernandezOffice of the GovernorEducation PolicyAustin, Texas

Mr. John Baker, Executive DirectorTexas Association of Private IndustryCouncilsAustin, Texas

Ms. Susan Kamas, DirectorEmployment and Training DivisionCentral Texas Councilof GovernmentsBelton, Texas

Ms. Cynthia Mugerauer,Executive DirectorTexas State Job Training CoordinatingCouncilAustin, Texas

Ms. Jan Urban-Lurain,Consulting Policy AssociateCorporation for a Skilled WorkforceMason, Michigan

Ms. Debra Nolan, Policy AnalystU.S. Department of EducationWashington, D.C.

Ms. Kim BednarMotorola MOS-11 MDOE-214Austin, Texas

Ms. Valerie Kessner, AttorneyFormerly associated with theUniversity of Texas at Austin,LBJ School of Public Affairs

Mr. James Van Erden, AdministratorU.S. Department of LaborWashington, D.C.

Mr. W. Douglas Zimmerman,Director of ProgramsJobs For the FutureCambridge, Massachusetts

Dr. Lorraine MerrickSenior DirectorCareer and Technology EducationTexas Education AgencyAustin, Texas

Evelyn GanzglassPolicy Studies DirectorNational Governor's AssociationWashington, D.C.

Note: While this report represents many of the needs, concerns and issues raised by our customers andcolleagues, the specific recommendations in the report are those of the Texas Skills Development Paneland the Texas Department of Commerce.

PREFACE

"Texas Skills Development Program: Report to the Governor" lays out recommendations toGovernor Ann Richards for building a world-class Texas work force by creating an industry-driven skill standards and certification system. The program has been tagged "the long-termengine" of the Governor's Smart Jobs Plan. This report, guided and presented by the TexasSkills Development Panel, was prepared by the Texas Department of Commerce, WorkForce Development Division.

The approach and recommendations represent a year-long research initiative that involvedthe advice and contribution of the many potential "customers" of the Texas Skills Develop-ment Program. Employees of businesses across Texas participated in focus group experi-ments. Their contributions sparked the fire that placed us on the fast track toward addressing"core skills" and "higher-order" "transferable" skills as a means to address occupational-technical skill requirements. The Panel wholeheartedly agreed with the focus groups. Panelmembers advised us that "if Texas' schools and training institutions can ensure basic andworkplace skills, plus broad occupational-technical skills, Texas' businesses can trainworkers to individual company tool sets." This critical reality switched on the engine of theTexas Skills Development Program and placed it squarely in the middle of Texas' educationreform agenda.

Acknowledgement of Texas' business and industry concerns has caused our current researchto delve into methods and strategies that would connect the foundation skills with occupa-tional-technical skills. The need for this connection is central to President Clinton' s "School-to-Work" initiative. The challenge ahead is to integrate academic and vocational-technicaltraining, establish clear career path options and develop a work force preparation system thatmeets employers' needs. We believe that a system of skill standards and certifications forcore skills and occupational-technical skills will do just that.

With the leadership of Texas business, industry and labor, and partnerships with educationand training innovators, the Texas Department of Commerce is committed to a high-speedeffort that will fuel our states' work force preparation system with the tools for creating ahigh-skills, high-wage Texas work force.

Barbara Cigainero, DirectorTexas Department of CommerceWork Force Development Division

Texas Skills Development Program"Unlike other states' economic development strategies, I am not going to try to sell our state's assets toforeign buyers. I will be on the road selling Texas-made goods and services to anyone in the world wantingto buy them. And I will sell our labor force and our commitment to high-skill and high-wage jobs of thefuture."

Governor Ann Richards

INTRODUCTION

Governor Richards launched "The New Texas Pros-perity" as an economic development campaign de-signed to create the changes necessary for Texas tocompete successfully in the world marketplace. "TheNew Texas Prosperity" is to come from buildingnew foundations in education, work force training,and business and labor development. The TexasDepartment of Commerce is to lead much of thatbuilding in partnership with its allies in business andlabor, state and local government, and most impor-tant, the grass roots customersthe people, thefamilies, the students, and the workers of Texas.

The Governor began by calling on her State JobTraining Coordinating Council to work with all stateeducation, training, employment, human service,and correction agencies to develop a Smart JobsPlan. She told the Texas Department of Commerceto "establish a skills development program that willestablish employabffity standards with the help ofbusiness and industry. Our goal is to graduatestudents and train adults to be job ready."

The Texas Skills Development Program is a keylong-term strategy of the Smart Jobs initiative thatwill assist Texas business, industry and labor toprovide its skill requirements to our public educa-tion and training system. Currently there is nosystem or focus that permits industrywide participa-tion in identifying the skill standards that would leadto a competitive work force, nor is there a system forgraduates and workers to have their skills certifiedby business and industry.

Texas' Economic/Work ForceCompetitiveness Agenda

Governor's Smart Jobs Charge

A Smart Jobs Strategy:Texas Skills Development Program

Texas Skills Development Program: Smart Jobs Formula Higitandards + High Skills + High Wages = Smart Jobs

I

A call for change: highstandards required for basic,workplace and technical skills

We surveyed the customer:the customers say we aren'tmeeting their needs

The customer's primary con-cern is the lack of "core com-petencies" and "workplaceskills"

We consulted educationthey said: "Tell us what weneed to do"

A system of skill standards and certifications setforth by business and industry (not government oreducation) could revolutionize our education andtraining system. Not since the industrial revolutionof the 1800' s, has there been such a need te restruc-ture what and how we teach to ensure that ourworkers and our future work force have the skillsnecessary for their employers to compete in a globalmarket. Business and industry drove the first revo-lutionit will drive the next.

The approach we recommend to carry-out the TexasSkills Development Program was developed using"Total Quality Management" techniques. Our rec-ommendations result from consultation with keycustomersprimarily business, industry and labor.The customers (employers, parents, students, work-ers) told us that education and training institutionsare not meeting their needs for basic skills, muchless high skills.

Employers told us that job applicants don't have thebasic reading, writing and computation skills theyneed. They also told us that workers don' t have vitalproblem-solving and analytical "think-on-your-feet"sldlls. These are "applied workplace skills." Theytold us that there is insufficient training for "SmartJobs" those requiring a combination of strongbasic, workplace and technical skills. The bottom-line: Employers told us that education and traininginstitutions don't teach to meet their standards.

On the other hand, education and training institu-tions told us that they would teach to those standardsif they knew what they were. If business andindustry defined and maintained those standards andpassed them on in such a way that they could beincorporated into curricula, the direct connectionbetween what is required in the workplace and whatis taught in the classroom could be made. Educatorsand economists told us that life-long learning isessential to ensuring that workers have the opportu-nity to upgrade their skills as technology and jobschange. They told us that employers also have aresponsibility to ensure a quality work forceforexample, restructuring of the workplace toward ahigh-skill, high-wage economy.

Texas Skills Development Program: Smart Jobs Formula High Standards + High Skills + High Wages = Smart Jobs

2I:1

The Texas Skills Development Program offers astrategy to: 1) encourage business and industry todefine their standards; 2) create a structure to dis-seminate their standards to education and traininginstitutions so that curriculum can be developed toteach those standards; and 3) promote a structure forgraduates and workers to be voluntarily certified bybusiness and industry for achievement of standards.

Skills development in secondary and higher educa-tion, small and large business, labor organizations,in Texas, in the U.S., and world-wide, was re-searched. For Texa3 to compete globally, workforce skills and standards must meet world-classbenchmarks. National, state, and local experts, andinternational practitioners in business and educationwere consulted. We surveyed the competition. Theskill standards of Germany, Japan, the United King-dom, Canada, Austria, Sweden, and France werereviewed.

Using focus groups of front-line workers and super-visors from targeted businesses and industries, weexperimented with different ways of deriving ex-plicit skills for duties and tasks within specificoccupations. Private employers in Texas volun-teered employees' time and paid their expenses toparticipate in the focus groups. The Texas SkillsDevelopment Panel helped evaluate this research.

Many things were discovered that were new, hope-ful, disturbing, possible, and probable. The researchshowed that:

Texas business, industry, and labor recog-nize the need for a skilled work force and theneed to change what and how we teach.Widespread concern for the abilities of stu-dents coming out of education programs atall levels prevails. The primary concern isthe lack of standards for "core competen-cies" which include academics and "work-place" skills. In order to set those skills thatare more specific to a particular occupation"benchmarked to the highest in the world,"there is consensus that we must first address the

core competencies of graduates and workers.

z

The Strategy: Teach and trainto the skill standards set bybusiness and industry

The Research: An experimentin defining standards

The Findings: Concernabout core competencieswhich include basic academiccontent and workplace skills(resource allocation,problem-solving, teammembership, etc.)

TeXas Skills Development Program: Smart Jobs Formula High Standards + High Skills + High Wages = Smart Jobs

31

Technical skills arenecessary

Industrydriven curriculum

Industryrecognizedcredentials

Sense of urgency!

According to industry, the high school di-ploma does not ensure that individuals havethe "core skills" needed to perform work ina high productivity environment.

A skills development program must be multi-dimensional. Standards need to be set tomeasure competence in basic academic skills,basic workplace skills, and specific occupa-tionaltechnical skills defined by industrystandards.

Any curriculum must respond to expressedbusiness and industry need. The skills wetrain for must be applied skills that relatedirectly to workplace requirements. Cur-riculum must be competencybased. Busi-ness and industry need a means to impactcurriculum. Business and industry shouldparticipate in specifying the content of train-ing and curriculum, setting the standards foracceptable achievement, and certifyingachievement of siandards.

Students and workers should be credentialedby business and industry. Education shouldwork in partnership with business on certifi-cation of skills. Texans should be awarded"Certificates of Mastery" for different levelsof achievement. For example, certificates of"Initial Mastery" for achieving core skillscould be jointly awarded by the educationinstitution and industry. "Advanced Mas-tery" for achieving occupational skills stan-dards would be awarded by industry. Cer-tificates could be supplemental to a diploma.If recognized by employers, they would bemeaningful and sought after.

The Panel expressed a pressing need to geton with the business of developing Texas'work force skills', certifying those skills, andcreating our competitive advantage in theworld economy. We must accelerate thechanges in the education, employment andtraining systems. As one panel member putit, "Let' s get on with it!" We've got to move

Texas Skills Development Program: Smart Jobs Formula High Standards + Hig!' Skills + High Wages= Smart Jobs

t 4 IS

quickly to address the compelling forces oftraining, trade, and transition. The Panelcited the North American Free Trade Agree-ment, defense conversion, meeting produc-tion standards required for exporting to theEuropean Community, competition withthe Pacific Rim, concerns about environ-mental affects on production, and the pacc oftechnological change as urgent issues affect-ing workers and business competitiveness.

We cannot let these forces leave us behind becausewe did not invest in upgrading the quality of Texas'work force.

The vision which emerges is one of a highly employ-able work force trained to skill standards establishedby employers, taaght by education and traininginstitutions, certified and employed by businessesand industries which fuel a globally competitive andexpanding economy.

Governor Richards has clearly stated her vision ofeconomic expansion and work force development:

"Our economic development investmentsmust be human investments. In the NewTexas Prosperity we will notjust turn up theburner on education, but light a whole newfire on training our work force for thefuture."

The following pages present our recommendationsfor "turning up the burner" and "lighting the fire"that will fuel Texas' economy.

The Vision: A highly skilledproductive work force fueling acompetitive and expandingTexas economy

Texas Skills Development Progmm: Smart Jobs Formula High Standards + High Skills + High Wages = Smart Jobs

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Skill standards andcertifications must havecurrency in the globalmarketplace and portabilityanywhere in Texas and in thenation.

We must make sure employersin Texas, the nation and Theworld know that Texas workersare certified to meet industrystandards fbr high-skill, high-wage jobs.

1. Adopt SCANS and set standards for coreskills. Award a Certificate of Initial Mas-tery for achievement of core skills.

2. Implement a statewide system of incen-tives for "out-of-the-box," skill-based cur-riculum development and professional de-velopment.

3. Market the benefits of voluntary, indus-try-driven skill standards and certifica-tions to the customers.

4. Build consensus and partnerships amongbusiness, industry, labor and educationon the issue of skill standards and certifi-cations and changing what and how weteach.

5. Build a structure and system to distributeindustrx-validated curricula and assess-ments by establishing a State Board ofProfessional and Technical Standards;coordinate with national efforts.

6. Institute a system to measure and certifyachievement of skills for students andworkers. Enhance the TAAS test to in-clude SCANS skills and award Certifi-cates of Initial Mastery; through the StateBoard of Professional and Technical Stan-dards, work with hidustry to award Cer-tificates of Advanced Mastery.


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RECOMMENDATION 1

ACCELERATE CHANGE IN THE EDUCATION AND

TRAINING SYSTEM BY SETTING STANDARDS FOR

CORE SKILLS TO INCLUDE FOUNDATION SKILLS

AND WORKPLACE SKILLS

At state and local policy levels, we must formallyset and adopt standards for the core skills whichemployers say are fundamental to success in theworkplace. These core skills and standards mustinclude foundation knowledge in reading, writing,mathematics, speaking, listening and higher ordercognitive skills, as well as knowledge _of subjectssuch as science and geography. These skills must betaught in a manner that has application tt, ,he work-place. Workplace coMpetencies such as the abilityto allocate resources (i.e. time, money, etc.), inter-personal skills (i.e. working in teams, negotiating,serving customers), ability to organize, acquire andanalyze information, ability. to understand complexsocial and organizational systems and the ability to usetechnology are critical to work force preparation.

We believe that if there exists onesingle strategictool to reinvent education, it is the formal, insti-tutional adoption of standards for workplacecompetencies. These are the skills that are transfer-rable across all industries and occupations and willbe the magnet that integrates vocational-technicaland academic skills.

Much of this work already has been accomplished atthe national level through partnerships among busi-ness, industry, education and labor. These skills andcompetencies have come to be known as SCANSSkills (Secretary' s Commission on Achieving Nec-essary Skills). We recommend that Texas adoptthese competencies, set standards for them andaward a Certificate of Initial Mastery when stan-dards are achieved. It is the first step in changingwhat and how we teach. This step must be taken inorder to get on to the higher goal of implementingindustry's occupational-technical standards. Stateand local policy bodies must act immediately. Thecustomers are demanding it.

Adopt SCANS and set standardsfor "core" skills

Core skills must include:Foundations Skills

ReadingWritingMathHigher Order Cognitive Skills

and

Work Place SkillsAbility to allocate resourcesWork in teamsOrganize WormationUse technology

We don't need to reinvent the.wheel; much work on core skillshas been done at the nationallevel

Texas Skills Development Program: Smart Jobs Formula High Standards + High Skills + High Wages = Smart Jobs7

18

Teachers and students are notthe problemit's the curricu-lum

Not only does Johnny need tobe able to pass the algebratest, he also needs to knowhow algebra is used in the"real-world"

RECOMMENDATION 2

IMPLEMENT A STATEWIDE SYSTEM OF INCEN-

TIVES FOR THE PUBLIC SCHOOLS TO ENGAGE IN

CURRICULUM DEVELOPMENT AND PROFESSIONAL

DEVELOPMENT

For skill standards to be useful, they must bereflected in curricula, curricula guides and as-sessment instruments. Also, if we are to meet ourcustomers' standards we must equip our supplierswith the necessary tools. Educators tell us thatteachers must have access to professional develop-ment to create tools and strategies for teaching "real-world" skill requirements.

The teaching of academic content in an appliedcontext (one which links to activities, behaviors,knowledge and skills required in the work force or inadult life) should be rewarded. Schools which adoptSCANS-type instructional methods and competency-based curricula (rather than course-based) shouldreceive incentive dollars from the state educationagency.

We believe that this "applied" approach is relevantto all teaching, not just vocational education. Johnnymust be able to solve the algebra problem on the test,but he also needs to know how algebra might be usedin the "real-world". Texas must establish a formalsystem for curriculum development concerning thecore skills for the public schools.

We recommend that partnerships of local educators,business and labor representatives, and state educa-tion and training agencies develop a strategic planfor a system of innovative curriculum developmentand teacher training for the delivery of competency,skill-based instruction. A system of funding incen-tives should be the strategic driver. The systemshould be based on student results and should allowflexibility for individual student needs. Currentstate funding for curriculum development should berefocused toward competency, skill-based teachingstrategies.


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RECOMMENDATION 3

MARKET THE ISSUE OF SKILL STANDARDS

AND CERTIFICATIONS

Make sure key private and public sector partnersunderstand the idea of "skill standards." Pro-mote testimonials from businesses and industrieswho have standards in order to demonstrate thecompetitive advantage of a skilled work force. Showhow skills development and standards can improvethe results for public and private training providers.Show how a system of skill standards can ease thetransition from school-to-work and from one job ona career path to the next. Create an awareness of skillstandards among the "customers" of education andtraining (i.e. business, industry, employees, work-ers, students, parents, and taxpayers). Demonstratehow each "customer" will benefit from a system ofskill standards and certifications:

Texas employers will have the ability tobetter predict that new employees will havethe necessary skills;

Texas businesses will have a competitiveedge in a global economy;

Texas workers will have high-skill, high-wage smart jobs and have defined trainingneeds for advancement;

Graduates will be fully prepared for theworkplace and will have employable skills;

Taxpayers will reap a greater return on in-vestment for public dollars spent on educa-tion and training.

"It will take more than aprogram, it will take acrusade"

Market the benefits of industryskill standards andcertifications to the customers


24)

All partners must embrace thevision and agree to be changeagents to make it a reality

A structure must be built tosustain the system

Short-term strategy:Distribute existing industrystandards fbr incorporationinto curricula and tests

RECOMMENDATION 4

BUILD CONSENSUS AND PARTNERSHIPS

Involve businesses, industries, labor, and theirassociations working with education and train-ing institutions to make the vision a reality. De-termine which industries have specified occupa-tional skill standards and which industries are inter-ested in disseminating their standards to educationand training institutions.

There is no reason to duplicate their efforts. Ratherwe should support and encourage multiplication ofsuch efforts within the TSDP framework. Recogni-tion of the importance of the TSDP initiative byseveral Texas employers was evidenced by theireagerness to participate in the focus group experi-ment. Their leadership will make the marketingeffort easier because they will open the doors to andfor their peers, colleagues and partners. This workmust be part of the reform efforts of educationinstitutions, and it is employers who must demandthat it be so.

RECOMMENDATION 5

BUILD A STRUCTURE AND SYSTEM TO

DISTRIBUTE INDUSTRY-VALIDATED STANDARDS

AND CURRICULA

Distribute existing industry-validated occupa-tional-technical standards to education and train-ing providers for incorporation into curriculaand assessments.

In the short term, use partnerships, allies, industryassociations and current state and local programs todisseminate existing industry standards. In partner-ship with those industries and labor organizationswhich desire to participate, a clearinghouse or distri-bution center could be established to distribute ex-isting standards to businesses and training institu-tions.

Texas Skills Development Program: Smart Jobs Formula High Standards + Hig, Skills + High Wages = Smart Jobs

to

Industry, in partnership with education and labor,should have direct involvement in developing and/or influencing curricula to ensure that what is taughtis relative to need. This somewhat informal struc-ture will be viable as an initial approach for thoseindustries which currently have occupational-techni-cal standards and desire to disseminate them for incor-poration into curricula and assessment instruments.

Consistent with the approach to work with industrieswhich have existing standards, the Texas Departmentof Commerce, the Texas Education Agency and theTexas Higher Education Coordinating Board haveundertaken a jointly funded skills development project.

The purpose of the project is to build a viable methodfor integrating SCANS skills (foundation and work-place skills) into existing technical training cur-ricula so that students will be able to apply SCANSskills along with state-of-the-art technical skills.This approach begins with a sharp focus on learneroutcomes as defined by business, industry and labor.The project will be based upon partnerships of industrygroups and education and training providers.

Anticipated outcomes include: 1) an analysis ofSCANS skill requirements in specific occupations;2) enhancements to curricula that incorporate SCANSskills training into technical components; 3) recom-mendations and strategies for using skill-based test-ing and certifications for initial and advanced mas-tery; and 4) a professional development plan forenabling instructors to deliver the enhanced cur-ricula in the classroom.

Texas Skills DevelopmentProgram Pilot Project

Texas' skill standards andcertifications project will addressSCANS skills and technical skills

Preject outcomes:Enhanced curriculaStrategies for skill-basedtesting and certificationsPrgfessional developmentplan

Texas Skills Development Progratn: Smart Jobs Nrmula Hit, h Standards + High Skills + High Wages = Smart Jobs

Long-term Strategy:

State Board for Professionaland Technical Standards(private, not-for-profit)

An industrydriven approach,in partnership with education

Close coordination with na-tional voluntary standardssystems and Texas interests

Texas would be in position toreceive federal incentives

We must measure and certifyachievement of skills

The Certificate of Initial Mas-ter), Test would enhance theTAAS test

For the long term, we recommend a strategy forfacilitating standards setting by industries whichcurrently do not have standards and wish toestablish them, and for those industries whichhave need for the continuous updating andbenchmarking of standards. We recommendthat a State Board of Professional and TechnicalStandards be established as a private, not-for-profit board chartered by the State and fundedby those industries and interests which desire toparticipate. Board membership should be com-prised by representatives from business, industry,labor, post-secondary education and training insti-tutions. This body would coordinate closely withany national voluntary standards system, set state-wide occupational performance standards, developvoluntary performance examinations, and updateand modify standards. The Board would stand readyto receive anticipated federal incentives and imple-mentation grants awarded to states positioned toembrace this approach.

RECOMMENDATION 6

INSTITUTE A SYSTEM OF INDUSTRY RECOGNIZED

CERTIFICATIONS

Texas, as well as the nation, must develop thecapability of measuring and certifying achieve-ment of our students' and workers' core skills aswell as their occupational-technical skills. Thisisn't going to be easy. It win take wholesalechange.

Certification of Core Skills: We recommend that,upon adoption of core skill standards (as presentedin Recommendation #1), that the state educationagency, in partnership with schools and business,industry and labor, establish a Certificate of InitialMastery for those students who achieve core skills.An assessment instrument must be developed thatincorporates SCANS skills as well as basic founda-tion skills.


.4" 12

This test instrument should enhance the currentTexas Assessment of Academic Skills (TAAS) test.Upon achievement of this milestone, students shouldbe awarded the industry-recognized Certificate ofInitial Mastery. The certification would serve as apowerful key for entry into higher education, tech-nical training, the world of work and career pathprogression to a "smart job." It is important that weensure that all students: 1) possess the necessaryinitial skills; 2) be taught based upon individuallearning style; 3) have career path options thatenable success in life as well as the workplace; and4) upon attainment of skills, be fully recognized fortheir achievement level.

Certification of OccupationalTechnical Skills:Establishing a voluntary system of industry-recog-nized certifications for occupational-technical skillswill require the leadership of business and industryat the national, state and local levels. It will requireprivate-public financing arrangements. Developingstandards and certification systems can be expen-sive. Texas should make sure it gets the federaldollars it deserves by working with current nationalskills development projects. For industries whichdesire to establish skill standards and certifications,two elements are critical: 1) mobilization of Texasbusiness, industry and labor, in partnership withnational efforts; and 2) establishment of a structuresuch as the State Board of Professional and Techni-cal Standards or an industry-sponsored Skills Cor-poration.

A formal structure voluntarily organized by busi-ness, industry and labor is necessary to support thestandards setting process, participate in curriculumde-,ciopment and provide oversight to the legalimplications of certification. We recommend thatupon familiarizing business, industry and laborwith the issue of industry skill standards andcertifications, the Governor solicit support for aformal structure to award industry certifica-tions.

The Certificates of AdvancedMastery would be recognizedby both industry and labor

Texas must mobilize business,industry and labor if we are tohave an occupational-techni-cal. skills certification systenz


24

Conclusion: We must enlist thefull support qf all customers

CONCLUSION

The Texas Skills Development Program is a majorundertaking that demands concentrated support fromall sectorS involved in Texas' economy. We want toenlist the full support of business, industry, laborand public allies who will benefit from designingand establishing a skill standards and certificationsystem. All Texans are acknowledged as "custom-ers" in this endeavor and should share equal respon-sibility as well as full benefits. We don't purport toknow all the answersthis is only the beginning.The "customers" will create the demand for quality,highskills training that meets industry standardsand will ultimately design the system. Without adoubt, we know that success depends on aggres-sively linking the needs of business and industrywith the educational objectives of our training insti-tutions. The stakes are high and our standards mustbe high; the future prosperity of Texans, and Texas'place as a player in the global economy are theprizes.

If you support a Texas skill standards and certifica-tion system, and would like additional informationor to contribute ideas, please contact:

Texas Department of CommerceWork Force Development DivisionBarbara Cigainero, Director816 Congress AvenueSuite 1300Austin, Texas512/320-9800Fax: 512/320-9875


14 25

APPENDICES

.? 6

CAREER PATH SKILLS LEADING TO SMART JOBS

tc.'

SM BS .

op.

.

OCCUPATIONALLY - SPECIFICKNOWLEDGE AND SKILLS

RETRAININGL1FE LONGLEARNING

As technology changes, workersneed retraining to upgradeacademic, workplace andtechnical skills.

FIRM SPECIFIC KNOWLEDGEAND SKILLS

Occupationally - specific knowledgeand skills plus knowledge, skills andprocesses particular to a specificcompany or firm

Core occupational knowledge and skills plusspecialty knowledge and skills that areparticular to a set of occupations

Certificate ofAdvanced Mastery

OCCUPATIONAL KNOWLEDGE AND SKILLS

Workplace skills gjja core knowledge and skills that aretransferrable among broad industrial or occupational areas,such as electronics, computer applications, andinstrumentation and control

WORKPLACE SKILLS

Core Occupational Skills

Foundation knowledge and skills ohm skills for working with resources,people, information, systems, and technology. Includes learning tolearn, listening and oral communication, creative thinking/problemsolving, self-esteem, goal-setting, personal and career development,negotiation and teamwork, and organizational effectiveness/leadership

Certificate ofInitial Mastery

(Core initial skillsnecessary for any

career oreducation path)

FOUNDATION KNOWLEDGE AND SKILLS

"Tool" skills, such as reading, writing, mathematics, speaking, listening, andhigher order cognitive skills, as well as knowledge of subjects such as science

Skill advancement must be recognized as a continuum of learning throughout life. Core skills should betransferrable across occupational areas. While this chart delineates the various types of necessary skills,it is important to acknowledge that core skills should be taught in an integrated fashion and core skilllevels must advance as the student or worker progresses on his/her education career path.

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TEXAS SKILLS DEVELOPMENT PROGRAMAdditional publications:

Anderberg, Marc (July, 1992). Texas Department of Commerce, Work Force DevelopmentDivision. Texas Skills Development Program: An Overview of the Model.

Bissett, Deron (August, 1993). Journal of Texas Public Education. School-to-Work Transition:Implementing a Critical Work Force Preparation Strategy.

Boyd, Jim (January, 1993). National Governor's Association Labor Notes. Quality WorkforcePlanning in Texas: A Market Driven Initiative.

Dennis, David (August, 1993). Journal of Texas Public Education. Skill Standards and Certification:A Bridge from Education to the Workplace.

Glover, Robert (January, 1993). Developing a System of Skill Standards and Certification for theTexas Work Force .

Lovett, Brenda (July, 1992). Texas Department of Commerce, Work Force Development Division.Texas Skills Development Program: A Strategy to Build a Competitive Work Force.

Texas Department of Commerce Job Training Partnership Act (JTPA) Issuance, Official Notifica-tion No. 92, 1992. The role of the Texas Skills Development Program (TSDP) in strategicallyaddressing occupational skill and competency issues for targeted occupations.

Texas Department of Commerce Request for Proposals (July, 1993). Skill standards and certificationprojects.

Urban-Lurain, Jan (April, 1993). National Governors' Association Labor Notes. DevelopingIndustry-Based Skill Standards in Texas.

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IL

1

Texas Department of CommerceP.O. Box 12728

Austin, Texas 78711-2728512/472-5059

TDD 512/320-9698Relay Texas 800/735-2988

The Department of Commerce is an equal opportunity employer/program. Auxiliary aids and services willbe made available upon request to individuals with disabilities.

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Documents

DOCUMENT RESUME ED 369 928 CE 066 345 TITLE Texas Skills … · 2014-05-07 · DOCUMENT RESUME ED 369 928 CE 066 345 TITLE Texas Skills Development Program. Report to the. cv...ernor